Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure
Document Type
Article
Publication Date
1-2015
Abstract
This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed.
Department
Psychology
Publication Title
Journal of Learning Disabilities
Recommended Citation
Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A., Jung, P. G., & Egan, A. (2015). Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure. Journal of Learning Disabilities, 48(1), 51-72. doi: 10.1177/0022219413487408
DOI
10.1177/0022219413487408
Link to Publisher Version (DOI)
Publisher's Copyright and Source
Copyright © 2015 SAGE Publications. Article published by SAGE Publications in Journal of Learning Disabilities, volume 48, issue number 1, January/February 2015, pages 51-72. Available online on May 16, 2013:
http://dx.doi.org/10.1177/0022219413487408
