The Effects of Conceptual Model-Based Problem-Solving Intervention on Word Problem Solving of At-Risk Elementary Students

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Educational Leadership and Global Policy Perspectives (Table 10)

Abstract

The Conceptual Model-Based Problem-Solving (COMPS) intervention has demonstrated its effectiveness in helping at-risk students solving math problems in the U.S. and other countries. The purpose of this study was to examine the effect of the COMPS intervention on enhancing word problem-solving skills of at-risk students in China. A multiple-baseline design was employed to evaluate the functional relationship between the intervention and participants’ math performance. Three third-grade participants received the COMPS intervention on solving additive word problems. Findings indicated that all participants improved their performance on the criterion test and generalized the skill to solving problems found in Chinese math curriculum. Implications are discussed regarding the application of the COMPS program to assist at-risk Chinese students in solving word problems.

Authors

• Bingyu Liu, JiaXing University

• Yan Ping Xin, Purdue University