Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students With Learning Disabilities

Abstract

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem–solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction in drawing bar diagrams to represent problem components. Results suggest the intervention package was effective for improving the fraction word problem solving of students with learning disabilities and that effects were maintained 2 and 4 weeks after intervention. Implications of these findings and indications for future research are discussed.

Fraction interventions for struggling elementary math learners: A review of the literature

“…All studies clearly defined and described the fraction performance measure(s) of each dependent variable. Five studies utilized researcher created measures (Agrawal, ; Everett et al, ; Reneau, ; Sharp & Shih Dennis, ; Westenskow & Moyer‐Packenham, ), five used standardized measures (Fuchs et al, , ; Fuchs, Malone, et al, ; Fuchs, Schumacher, et al, ; Turner, ), and two incorporated both types of measures (Hunt, ; Watt & Therrien, ). For each single‐subject design study, inter‐rater reliability of 80% or higher was reported.…”

“…All studies utilized the primary researcher or research team member (i.e., graduate students) as the instructor for intervention sessions. Five studies included instructors with prior education experience (Agrawal, ; Reneau, ; Sharp & Shih Dennis, ; Watt & Therrien, ; Westenskow & Moyer‐Packenham, ), six studies utilized graduate students (Everett et al, ; Fuchs et al, , ; Fuchs, Malone et al, ; Fuchs, Schumacher et al, ; Hunt, ), and one study did not provide interventionist background information (Turner, ). All but two studies (Everett et al, ; Turner, ) described the training or qualifications necessary to implement the intervention.…”

“…Two studies focused primarily on concepts of fraction equivalence using either a part‐whole approach (Westenskow & Moyer‐Packenham, ) or ratio‐based approach (Hunt, ). Three studies focused on the application of fraction skills to real‐world problems (i.e., word problem solving) including those requiring addition and subtraction of fractions (Fuchs, Schumacher et al, ; Reneau, ), multiplication and division of fractions (Fuchs, Schumacher, et al, ), and comparing and ordering fractions (Sharp & Shih Dennis, ).…”

“…Four studies targeted word problem solving through a schema‐based strategy (Fuchs, Malone, et al, ; Fuchs, Schumacher, et al, ; Reneau, ) or a model drawing strategy (Sharp & Shih Dennis, ), both of which use generic sequential steps to represent then solve world problems. For example, Sharp and Shih Dennis () taught students six steps to solve fraction comparison word problems: (a) read the problem aloud, (b) decide on important information, (c) draw a bar diagram, (d) reread each sentence and note known information, (e) find the answer to the problem, and (f) answer the question. Studies using a schema‐based strategy used a similar approach; however, students also classified problem types based on a conceptual understanding of the problem structure (Xin, Jitendra, & Deatline‐Buchman, ).…”

“…Five studies (Fuchs et al, , ; Fuchs, Malone, et al, ; Fuchs, Schumacher, et al, ; Hunt, ) took an interactive approach, requiring students to take turns explaining their solution process to their peers in small groups. Two studies (Everett et al, ; Sharp & Shih Dennis, ) conducted individually required students to verbally explain their solution process to the interventionist. Two other studies (Turner, ; Westenskow & Moyer‐Packenham, ) used a student‐centered guided exploration approach with frequent prompts to discuss or explain their thinking with peers and the instructor.…”