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Abstract
Mathematical word problems are the most common form of mathematics problem solving implemented in K–12 schools. Identifying key words is a frequent strategy taught in classrooms in which students struggle with problem solving and show low success rates in mathematics. Researchers show that using the concrete-representational-abstract (CRA) sequence with explicit instruction improves students' computational skills. Researchers also show that schema-based instruction increases students' problem-solving performance. This study combined CRA and schema-based instruction for three students receiving tertiary interventions for mathematics instruction. A functional relation was found for the three students' problem-solving performance. The researchers also interviewed each student to gain a more complete picture of students' thinking. Results and implications are discussed.
Additional information
Notes on contributors
Margaret M. Flores
Margaret M. Flores is an associate professor in the Department of Special Education, Rehabilitation, and Counseling at Auburn University. Her research interests include mathematics interventions for elementary students with disabilities or who receive tertiary interventions.
Vanessa M. Hinton
Vanessa M. Hinton is an assistant clinical professor in the Department of Special Education, Rehabilitation, and Counseling at Auburn University. Her research interests include early number mathematics interventions for elementary students with disabilities or who receive tertiary interventions.
Megan E. Burton
Megan E. Burton is an associate professor in the Department of Curriculum and Teaching at Auburn University. Her research interests include elementary mathematics instruction and teacher preparation.