A. Jitendra et Yp. Xin, MATHEMATICAL WORD-PROBLEM-SOLVING INSTRUCTION FOR STUDENTS WITH MILD DISABILITIES AND STUDENTS AT RISK FOR MATH FAILURE - A RESEARCH SYNTHESIS, The Journal of special education, 30(4), 1997, pp. 412-438
This article reviews published research on mathematical word-problem-s
olving instruction involving students with mild disabilities and stude
nts at risk for math failure. The purpose of the review was to summari
ze 14 word-problem-solving intervention studies with regards to partic
ipants, procedures, and findings and provide implications for future r
esearch and classroom practice in teaching word-problem solving. Inter
ventions gleaned from the review entailed representational techniques
(e.g., diagramming), strategy-training procedures (e.g., cognitive and
metacognitive), task variations (sequencing and word-problem context)
, and computer-assisted instruction. With the exception of one study,
all studies reported positive effects of interventions on students' ma
thematical word-problem solving.