Strategies to Help Students Solve Addition and Subtraction Word Problems

2021 ◽  
Author(s):  
Corey Peltier ◽  
Brittany L. Hott ◽  
Amanda VanDerHeyden
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Research Evidence ◽  
Mathematical Problem ◽  
Underlying Structure ◽  
Word Problem Solving ◽  
Written Text ◽  
Considerable Research ◽  
Addition And Subtraction ◽  
Based Instruction

Word problem solving is a difficult task that requires students to decode and comprehend written text, activate prior knowledge related to the mathematical problem presented, devise a plan and execute that plan to yield a solution, and contextualize the solution. One intervention with considerable research evidence supporting its use is schema-based instruction. Schema-based instruction is an intervention specifically focused on teaching students how to identify the underlying structure of a word problem to facilitate an appropriate solution plan. The purpose of this article is to explain and demonstrate how to implement schema-based instruction to help students solve additive word problem structures.

Improving Word Problem Solving of Immediate, Generalized, and Combined Structured Problems via Schema-Based Instruction

2020 ◽  
Vol 28 (2) ◽  
pp. 92-108 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E. Lingo ◽  
Malarie E. Deardorff ◽  
Faye Autry ◽  
Carli R. Manwell
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Structured Problems ◽  
Based Instruction

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

2016 ◽  
Vol 38 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Jenny R. Root ◽  
Diane M. Browder ◽  
Alicia F. Saunders ◽  
Ya-yu Lo
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Virtual Manipulatives ◽  
Future Research ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Students With Autism ◽  
Based Instruction

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In addition, researchers compared the effects of concrete and virtual manipulatives within the treatment package. Results of the multiple probes across participants with an embedded alternating treatments design showed a functional relation between modified schema-based instruction and word problem solving. Two of three participants performed more steps in the virtual condition and one participant had equal performance in both concrete and virtual conditions. When given a choice between conditions upon skill mastery, all three participants preferred the virtual condition and maintained treatment effects. Implications for practice and future research are discussed.

Teaching Students With Mild Intellectual Disability to Solve Word Problems Using Schema-Based Instruction

2021 ◽  
pp. 073194872110614
Author(s):  
Irene Polo-Blanco ◽  
María J. González López ◽  
Alicia Bruno ◽  
Jon González-Sánchez
Keyword(s):  
Intellectual Disability ◽  
Problem Solving ◽  
Word Problems ◽  
Autism Spectrum ◽  
Mild Intellectual Disability ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Addition And Subtraction ◽  
Based Instruction ◽  
Teaching Problem

This study, which used a multiple baseline across students’ design, examines the effectiveness of a modified schema-based instructional approach to improve the mathematical word problem-solving performance of three students with mild intellectual disability, two of them with autism spectrum disorder. Following the intervention, the three students improved their performance when solving addition and subtraction change word problems; however, their performance was inconsistent with change word problems. The effects of the instruction were generalized to two-step addition and subtraction word problems for the three participants. Moreover, the results were generalized to an untrained setting and were maintained 8 weeks after the instruction. The implications of these findings for teaching problem-solving skills to students with intellectual disability are discussed.

scholarly journals Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature

2021 ◽  
pp. 073194872199484
Author(s):  
Jennifer E. Kong ◽  
Christy Yan ◽  
Allison Serceki ◽  
H. Lee Swanson
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Meta Analysis ◽  
Sixth Grade ◽  
Control Group ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Grade 3 ◽  
Based Instruction

This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention.

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

Inclusion ◽  
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.

Brief Report: Schema-Based Instruction for a Student with Emotional and Behavioral Disorder

2019 ◽  
Author(s):  
Brittany L. Hott ◽  
Corey Peltier ◽  
Meagann Palacios
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Functional Relation ◽  
Behavioral Disorder ◽  
Future Research ◽  
Word Problem Solving ◽  
Post Test ◽  
Based Instruction ◽  
Multiple Probe

Students with emotional and behavioral disorders (EBD) attending rural and remote schools are underserved and under researched. Schema-based instruction (SBI) was used to teach a third grader with EBD to solve three types of word problems. A multiple-baseline, multiple probe across problem types design was used to evaluate the relation between SBI and word problem solving accuracy. Results suggest a functional relation between SBI and group, compare, and change word problem solving. Further, the student increased his pre to post test score from 10% to 100% and was able to maintain mathematics skills and generalize to science word problems. Implications for practice and future research directions are reported.

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