The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties

Abstract

A report from the National Council of Teachers of Mathematics (NCTM) indicates that math word problem solving must be a fundamental part of mathematics, and underscores the interdependence between problem solving and successful conceptualization of mathematics across content and grade levels (Cai & Lester, 2010). However, math word problem solving continues to be a problem for many students. A report issued by the National Mathematics Advisory Panel (NMAP; 2008) cited an example in which 45% of eighth-grade students were not able to solve a word problem that involved dividing fractions. In response to the importance of math word problem solving and the continued difficulty students display in this area, the NCTM has given problem solving priority by listing it first in its 690116L DQXXX10.

Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities

“…Whereas the dependent variable in all studies included mathematical word problem solving, four studies targeted addition and subtraction computation (Jitendra et al, 2007; Jitendra & Hoff, 1996; Jitendra et al, 1999; Walker & Poteet, 1990); two studies targeted multiplication and division (Jitendra et al, 2002; Xin et al, 2005); two studies targeted all four computations (Morin et al, 2017; van Garderen, 2007); one study targeted algebraic expression of mathematical relations (Xin, 2008); and one study targeted comparing and ordering fractions (Sharp & Dennis, 2017). In six of the studies, the researcher served as the interventionist (i.e., Jitendra & Hoff, 1996; Jitendra et al, 1999; Morin et al, 2017; Sharp & Dennis, 2017; van Garderen, 2007; Xin, 2008). Classroom teachers provided the intervention in three studies (i.e., Jitendra et al, 2002; Jitendra et al, 2007; Walker & Poteet, 1990), and researchers (i.e., doctoral students) and classroom teachers jointly served as interventionists in one study (Xin et al, 2005).…”

“…NMAP (2008) advised using explicit systematic instruction along with the use of visual representations to teach word problem solving to students exhibiting low-achievement in mathematics, including students with LD. To improve word problem solving for students with MD, researchers have investigated the effectiveness of the semantic approach for students with difficulties in mathematics (Jitendra, Dupuis, Star, & Rodriguez, 2016; Morin, Watson, Hester, & Raver, 2017). As opposed to typical word problem instruction that teaches students to identify key words or use a checklist of steps, the semantic approach focuses on teaching conceptual ideas while also providing information about the structure of problems (Powell, 2011; Riccomini, Hwang, & Morano, 2016).…”

Mathematical Word Problem Solving in Students Elementary School: Is Schema-Based Instruction (SBI) or Cognitive Strategy Instruction (CSI) Used?

“…ICEST 2018 [18]" further explaining that SBI also uses the application of a cognitive strategy at the outset of solving a math word problem, such as restructuring the question being asked…”

Effects of HOTS-based Module Approach on Pupil’s Errors in the Topic of Measurement and Geometry in Urban and Rural Schools

“…While, Spiers [19] mentioned that children who always make the same types of errors were probably not due to their carelessness but the reflection of their cognitive styles or their stage of development. One of the most common mathematics difficulties is the difficulties in word problems [20,21]. Among studies conducted on the word problems in the form of written tasks are Newman [22], Clement [23], Clarkson [24], and Watson [25].…”