Research on mathematics interventions for college students with learning disabilities (LD) is sparse, yet mathematics is critical for post-secondary success. Prior research indicates that many effective strategies for teaching mathematics to secondary students with LD (e.g., manipulatives and cognitive strategies) can also improve the mathematics…

We explored the role of three math instructional practices by teachers (explicit instruction, guided practice, peer interaction) in predicting current Spanish and English reading comprehension and later Spanish and English math problem-solving performance of English learners (ELs). In this study, math was taught in Spanish. We had 26 teachers and…

Mathematics is an important but also under-explored area of education for students with disabilities, including middle school students with intellectual and other developmental disabilities. In this study, researchers taught middle school students with intellectual and developmental disabilities (IDD) to solve word problems grounded in life skills…

Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and…

This systematic review provides a synthesis of intervention research that taught mathematical word problem solving skills to students with autism spectrum disorder between 1975 and April of 2020 by evaluating the body of research in terms of "what works", "for whom" and "under what conditions". The Council for…

The potential benefits from the introduction of programming environments such as "Scratch" for learning mathematics has reactivated research in this area. Nonetheless, there are few studies which attempt to analyse their influence at the stage of Primary Education. We present the results of a quasi-experimental piece of research with…

Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students' conceptual understanding of…

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using…

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Students with mathematics difficulty demonstrate lower mathematics performance than typical-performing peers. One contributing factor to lower mathematics performance may be misunderstanding of mathematics symbols. In several studies related to the equal sign (=), students who received explicit instruction on the relational definition (i.e.,…

This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete-representational-abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across…

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…

The Alabama State Department of Education (ALSDE) was grappling with several issues including: (1) A respectable rate of growth in student achievement for both fourth- and eighth-grade math in the state of Alabama, as measured by the National Assessment of Educational Progress (NAEP), but below the national average; and (2) A growing concern about…

Though research on effective instruction in math word problem solving is prominent at the middle and secondary levels, much less work has been done in elementary grades. In this article, we review the research on varied problem-solving instructional interventions at the third-grade level for students across ability levels. Third grade was chosen…