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The Journal of Special Education
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Teaching Conceptual Model—Based Word Problem Story Grammar to Enhance Mathematics Problem Solving

Yan Ping Xin

Purdue University

Ben Wiles

Kansas State University

Yu-Ying Lin

Purdue University

Borrowing the concept of story grammar from reading comprehension literature, the purpose of this study was to examine the effect of teaching word problem (WP) story grammar on arithmetic WP solving that emphasizes the algebraic expression of mathematical relations in conceptual models. Participants were five students in Grades 4 and 5 with or at risk for mathematics disabilities in two urban public elementary schools in the Midwest. An adapted multiple-probe-across-participants design was used to assess the functional relation between the intervention and students' problem-solving performance. The results indicated that conceptual model—based representation prompted by WP story grammar improved students' performance on arithmetic WP solving and promoted prealgebra concept and skill acquisition. The practical implications of integrating algebraic reasoning in elementary mathematics are discussed.

Key Words: conceptual model—based problem solving • word problem story grammar • mathematics word problem solving • algebra readiness • elementary school mathematics • students with learning disabilities or problems • mathematics disabilities

This version was published on November 1, 2008

The Journal of Special Education, Vol. 42, No. 3, 163-178 (2008)
DOI: 10.1177/0022466907312895
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