Do Word-Problem Skills Maintain After Intervention: A One-Year Follow-Up of Students With Mathematics Difficulty

• In Event: Math and Science: STEM Instruction and Outcomes

Abstract

We implemented a randomized control trial to determine the effectiveness of a word-problem intervention for third graders with mathematics difficulty. Students received one of two variations of Pirate Math intervention, with pre-algebraic reasoning (PMEQ) or without pre-algebraic reasoning (PM-alone), or were assigned to the control group (BAU). Immediately following intervention, students demonstrated superior word-problem performance over BAU, with ES of 2.44 and 2.66. At fourth grade, we conducted follow-up testing (n = 229) to determine if word-problem skills maintained. Findings revealed participation in PMEQ intervention in third grade led to improved word-problem performance (ES = 0.43) in fourth grade. PM-alone and BAU did not show improved performance at fourth grade, suggesting pre-algebraic reasoning is an essential component of word-problem intervention.

Authors

• Katherine Adams Berry, The University of Texas at Austin

• Sarah Rannells Powell, The University of Texas at Austin