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Direct instruction in math word problems: students with learning disabilities.

C L Wilson1, P T Sindelar

  • 1University of Miami, Coral Gables, Florida.

Exceptional Children
|May 1, 1991
PubMed
Summary
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Strategy teaching significantly improved learning disabled students' ability to solve word problems. Focusing on strategy instruction, rather than just practice sequencing, was key for enhancing algorithmic identification skills.

Area of Science:

  • Education
  • Special Education
  • Cognitive Psychology

Background:

  • Students with learning disabilities often struggle with mathematical word problems.
  • Identifying the correct algorithm is a critical step in solving these problems.
  • Current instructional methods may not adequately address these challenges.

Purpose of the Study:

  • To evaluate the effectiveness of strategy teaching versus sequencing practice problems for students with learning disabilities.
  • To determine the optimal instructional approach for teaching algorithm identification in word problems.

Main Methods:

  • Sixty-two students with learning disabilities were divided into three groups: strategy plus sequence, strategy only, and sequence only.
  • The groups received different combinations of instructional interventions.

Related Experiment Videos

  • Student performance on identifying algorithms for addition and subtraction word problems was assessed.

    • Main Results:

    • Both the strategy-plus-sequence and strategy-only groups significantly outperformed the sequence-only group.
    • Strategy teaching emerged as the more impactful instructional component.
    • Students receiving strategy instruction demonstrated superior algorithm identification skills.

    Conclusions:

    • Strategy teaching is a highly effective component for instructing students with learning disabilities in solving word problems.
    • Instructional design should prioritize explicit strategy instruction for algorithm identification.
    • These findings have implications for developing targeted interventions for special education.