A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

ABSTRACT

The authors compared a conceptual model- based problem-solving (COMPS) approach with a general heuristic instructional approach for teaching multiplication–division word-problem solving to elementary students with learning problems (LP). The results indicate that only the COMPS group significantly improved, from pretests to posttests, their performance on the criterion test (that involves equal groups and multiplicative compare problems) and the prealgebra model expression test. The study results suggest that elementary students with LP can be expected to move beyond concrete operations and to algebraically represent mathematical relations in conceptual models that drive the solution plan for accurate problem solving.

Keywords:

• algebra readiness
• conceptual model
• elementary school
• instructional strategies
• learning disabilities
• mathematics
• problem solving

ACKNOWLEDGMENTS

This research was partially supported by Synergy Grant from College of Education at Purdue University and by Grant 0749462 from the National Science Foundation.

The authors would like to thank the administrators, teachers, and students at Edgelea and Miami Elementary Schools who facilitated this study. The authors also thank Casey Hord for proofreading the earlier draft of this article.