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'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 0009-0000-8460-2348), Alison M. Hardy (ORCID 0009-0002-5197-9223), Katie B. MacLean (ORCID 0009-0005-9607-0437), Sarah R. Powell (ORCID 0000-0002-6424-6160)
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
FullText Text:
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  Data: 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
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  Data: 10.1002/trtr.70022
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  Data: 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.
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