Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

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The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

Learning Disability Quarterly ◽

10.1177/0731948719865499 ◽

2019 ◽

pp. 073194871986549

Author(s):

Xin Lin ◽

Peng Peng ◽

Hongjing Luo

Keyword(s):

Working Memory ◽

Reading Comprehension ◽

Problem Solving ◽

Word Problem ◽

Word Problem Solving ◽

Memory Processing ◽

Mathematics Vocabulary ◽

Mathematics Competence ◽

Mathematics Difficulties ◽

And Mathematics

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.

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The Effect on the Mathematical Word Problem Solving Ability of Students as at Risk for Mathematics Disability only, at Risk for both Reading and Mathematics Disabilities, or not at Risk using a Direct Instruction and Keyword Strategy

The Journal of Special Children Education ◽

10.21075/kacsn.2013.15.3.23 ◽

2013 ◽

Vol 15 (3) ◽

pp. 23-44

Author(s):

하정숙 ◽

Park Jong-Ho

Keyword(s):

At Risk ◽

Problem Solving ◽

Word Problem ◽

Direct Instruction ◽

Word Problem Solving ◽

Mathematics Disability ◽

And Mathematics ◽

Not At Risk ◽

Mathematics Disabilities ◽

Mathematical Word Problem

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Embedding Literacy in Mathematics Problem Solving Instruction for Learners With Intellectual and Developmental Disability

Inclusion ◽

10.1352/2326-6988-6.2.81 ◽

2018 ◽

Vol 6 (2) ◽

pp. 81-96

Author(s):

Chelsi R. Brosh ◽

Jenny R. Root ◽

Alicia F. Saunders ◽

Fred Spooner ◽

Larry B. Fisher

Keyword(s):

Problem Solving ◽

Word Problem ◽

Functional Relation ◽

Literacy Skills ◽

Future Research ◽

Instructive Feedback ◽

Word Problem Solving ◽

And Mathematics ◽

Based Instruction ◽

Mathematical Word Problem

AbstractAlthough solving word problems involves both literacy and mathematics skills, research to date has only targeted mathematical learning. This study sought to increase teaching efficiency by embedding literacy instruction within mathematical word problem solving instruction for three elementary students with intellectual and developmental disabilities. A multiple probe across participants design showed a functional relation between modified schema-based instruction (MSBI) and mathematical word problem solving. All participants increased knowledge of nontargeted literacy skills using instructive feedback, and two participants demonstrated a further increase following the use of constant-time delay (CTD). The results highlight several implications for practice regarding the feasibility of MSBI with instructive feedback to simultaneously address multiple academic domains or skills. Limitations and suggestions for future research are discussed.

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