Research-Based Practices for Improving the Word Problem Solving Performance of Elementary Students with and at-risk for Mathematics Difficulties
Location
Session 3 Presentations - Teaching Mathematics
Proposal Track
Research Project
Session Format
Presentation
Abstract
Schools continue to face challenges in increasing the word problem-solving accuracy of elementary students (Grades 1 -5) with and at-risk for mathematics difficulties (MD), including those with learning disabilities (LD). Practitioners must use research-based practices to provide core and supplemental instruction to improve these students' learning. This presentation's purpose is to describe empirically validated strategies and interventions that have proven to increase student's performance on word problem outcome measures. Participants will learn about research-based practices, including schema-based instruction (SBI), general heuristics, computer-assisted instruction (CAI), and direct instruction. Participants will also learn about the conditions that impact the effectiveness of these practices.
Keywords
Word Problems, Mathematics Difficulties
Professional Bio
Jonté A. Myers, Ph.D., is an assistant professor of special education in the College of Education & Human Development (CEHD) at Georgia State University (GSU). He has published work on mathematics interventions for students with and at-risk for learning disabilities (LD).
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Myers, Jonte A., "Research-Based Practices for Improving the Word Problem Solving Performance of Elementary Students with and at-risk for Mathematics Difficulties" (2021). Georgia Educational Research Association Conference. 46.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/46
Research-Based Practices for Improving the Word Problem Solving Performance of Elementary Students with and at-risk for Mathematics Difficulties
Session 3 Presentations - Teaching Mathematics
Schools continue to face challenges in increasing the word problem-solving accuracy of elementary students (Grades 1 -5) with and at-risk for mathematics difficulties (MD), including those with learning disabilities (LD). Practitioners must use research-based practices to provide core and supplemental instruction to improve these students' learning. This presentation's purpose is to describe empirically validated strategies and interventions that have proven to increase student's performance on word problem outcome measures. Participants will learn about research-based practices, including schema-based instruction (SBI), general heuristics, computer-assisted instruction (CAI), and direct instruction. Participants will also learn about the conditions that impact the effectiveness of these practices.
