Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

Asha K. Jitendra, Shawna Petersen-Brown, Amy E. Lein, Anne F. Zaslofsky, Amy K. Kunkel, Pyung Gang Jung, Andrea M. Egan

Research output: Contribution to journalArticlepeer-review

51 Scopus citations

Abstract

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed.

Original languageEnglish (US)
Pages (from-to)51-72
Number of pages22
JournalJournal of learning disabilities
Volume48
Issue number1
DOIs
StatePublished - Jan 16 2015

Keywords

  • mathematics
  • problem solving/calculation
  • strategy instruction

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