TY - JOUR
T1 - Mathematical word-problem-solving instruction for students with mild disabilities and students at risk for math failure
T2 - A research synthesis
AU - Jitendra, Asha
AU - Xin, Yan Ping
N1 - Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 1997
Y1 - 1997
N2 - This article reviews published research on mathematical word-problem-solving instruction involving students with mild disabilities and students at risk for math failure. The purpose of the review was to summarize 14 word-problem-solving intervention studies with regards to participants, procedures, and findings and provide implications for future research and classroom practice in teaching word-problem solving. Interventions gleaned from the review entailed representational techniques (e.g., diagramming), strategy-training procedures (e.g., cognitive and metacognitive), task variations (sequencing and word-problem context), and computer-assisted instruction. With the exception of one study, all studies reported positive effects of interventions on students' mathematical word-problem solving.
AB - This article reviews published research on mathematical word-problem-solving instruction involving students with mild disabilities and students at risk for math failure. The purpose of the review was to summarize 14 word-problem-solving intervention studies with regards to participants, procedures, and findings and provide implications for future research and classroom practice in teaching word-problem solving. Interventions gleaned from the review entailed representational techniques (e.g., diagramming), strategy-training procedures (e.g., cognitive and metacognitive), task variations (sequencing and word-problem context), and computer-assisted instruction. With the exception of one study, all studies reported positive effects of interventions on students' mathematical word-problem solving.
UR - http://www.scopus.com/inward/record.url?scp=0031286059&partnerID=8YFLogxK
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U2 - 10.1177/002246699703000404
DO - 10.1177/002246699703000404
M3 - Article
AN - SCOPUS:0031286059
SN - 0022-4669
VL - 30
SP - 412
EP - 438
JO - Journal of Special Education
JF - Journal of Special Education
IS - 4
ER -