'More' Effective Ways to Solve Word Problems
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| Title: | 'More' Effective Ways to Solve Word Problems |
|---|---|
| Language: | English |
| Authors: | Grace P. Douglas (ORCID |
| Source: | Reading Teacher. 2025 79(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A150078 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education |
| Descriptors: | Mathematics Instruction, Learning Problems, Students with Disabilities, Bilingual Students, Word Problems (Mathematics), Grade 3, Elementary School Students, Problem Solving, Learning Strategies, Culturally Relevant Education |
| DOI: | 10.1002/trtr.70022 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | Students with mathematics difficulty, especially students with disabilities and emergent bilinguals, require careful consideration during word-problem instruction. Word problems that include relational terms such as more but are not easily solved using the implied operation (i.e., addition) can be particularly challenging. First, we summarize a previous analysis of how Grade 3 students solved these kinds of word problems. Then, we describe strategies that may support these learners, including using an attack strategy, implementing schema instruction, exposing students to a variety of word problems, and embracing culturally responsive instruction. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1481663 |
| Database: | ERIC |
| Abstract: | Students with mathematics difficulty, especially students with disabilities and emergent bilinguals, require careful consideration during word-problem instruction. Word problems that include relational terms such as more but are not easily solved using the implied operation (i.e., addition) can be particularly challenging. First, we summarize a previous analysis of how Grade 3 students solved these kinds of word problems. Then, we describe strategies that may support these learners, including using an attack strategy, implementing schema instruction, exposing students to a variety of word problems, and embracing culturally responsive instruction. |
|---|---|
| ISSN: | 0034-0561 1936-2714 |
| DOI: | 10.1002/trtr.70022 |
