Mathematical Word Problem -Solving: Comparing Strategies for Improving Performance of Students With Learning Difficulties

Three strategies for solving mathematical word problems were compared in terms of their effectiveness on the performance of students experiencing mathematical problem solving difficulties. Cognitive strategy, drawing strategy, and keyword strategy were compared using a modified simultaneous treatment design. In Phase 1 of the study, students were matched and assigned to one of the three groups (n = 3/grp.) and each group received instruction in one of the three strategies. Results showed that the keyword strategy was most effective in helping students solve word problems with greater accuracy and fluency. In Phase 2 the cognitive and the drawing strategy groups received the keyword strategy instruction. Both groups of students demonstrated salient increases following intervention. All three groups of students maintained improved levels of performance one month after the intervention.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Kim, Sohee

Contributors dc:contributor

• Monda-Amaya, Lisa

• Education, Elementary

Language dc:language

eng

Identifier

(MiAaPQ)AAI3086100

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79729