Teaching Conceptual Model—Based Word Problem Story Grammar to Enhance Mathematics Problem Solving

Abstract

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 multipleprobe-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.

An exploratory study contrasting high- and low-achieving students' percent word problem solving

“…Within the mathematics education and special education research communities, there is growing evidence about the effectiveness of SBI in supporting students' learning of word problem solving, particularly in arithmetic (e.g., Fuchs et al, 2009;Fuchs, Seethaler, et al, 2008, Fuchs et al, 2010Fuson & Willis, 1989;Jitendra et al, 2007;Lewis, 1989;Willis & Fuson, 1988) and ratio/proportion word problem solving (e.g., Jitendra et al, 2009;Xin, 2008;Xin et al, 2005;Xin, Wiles, & Lin, 2008;Xin & Zhang, 2009). However, other studies have indicated…”

Improving Multiplication Strategic Development in Children With Math Difficulties

“…A multiplication word problem-solving test developed by Xin, Wiles, and Lin (2008) was used to examine if children could generalize their strategic development to other story problem contexts. A multiplication word problem-solving test developed by Xin, Wiles, and Lin (2008) was used to examine if children could generalize their strategic development to other story problem contexts.…”

Improving students’ proportional thinking using schema-based instruction

“…Schematic representations that can be used to interpret and elaborate on information in the problem lead to enhanced problem solving performance (Pape & Tchoshanov, 2001). Such representations are essential components of many studies of SBI (e.g., Fuchs et al, 2009;Fuchs, Seethaler, et al, 2008;Fuson & Willis, 1989;Griffin & Jitendra, 2008;Jitendra et al, 2009;Jitendra, DiPipi, & Perron-Jones, 2002;Jitendra, Griffin, Deatline-Buchman, & Sczesniak, 2007;Jitendra, Griffin, McGoey, Gardill, Bhat, & Riley, 1998;Jitendra & Hoff, 1996;Jitendra, Hoff, & Beck, 1999;Lewis, 1989;Willis & Fuson, 1988;Xin, 2008;Xin, Jitendra, & Deatline-Buchman, 2005;Xin & SCHEMA-BASED INSTRUCTION 5 Zhang, 2009;Xin, Wiles, & Lin, 2008;Zawaiza & Gerber, 1993). For example, Fuchs, Seethaler, et al (2008) explored the effects of SBI for third graders identified as having mathematics and reading difficulties.…”