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Mathematical Word-Problem-Solving Instruction for Students with Mild Disabilities and Students at Risk for Math Failure

A Research Synthesis

Address: Asha Jitendra, Lehigh University, Department of Education and Human Services, 111 Research Dr., Bethlehem, PA 18015.

Yan Ping Xin

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.

The Journal of Special Education, Vol. 30, No. 4, 412-438 (1997)
DOI: 10.1177/002246699703000404


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