A broad look at the literature on math word problem-solving interventions for third graders

Sheri Kingsdorf,Jennifer Krawec,Kris Gritter

doi:10.1080/2331186x.2015.1135770

Sheri Kingsdorf, Jennifer Krawec + Show 1 more

Open Access

https://doi.org/10.1080/2331186x.2015.1135770

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Abstract

AbstractThough 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 as the focus due to the fact that word problem-solving requirements are first introduced into the curriculum and standardized assessment at this point in time. Drawing on quantitative studies using single subject, quasi-experimental, and randomized controlled trial designs, we examine the instructional components and instructional content identified as effective across the 13 studies that met search criteria. Conclusions focus on current understanding of best practices, limitations of the existing research, and important considerations for future research.

Highlights

As synthesized by Bryant and Bryant (2008), traditional word problem-solving instruction has proven ineffective for many students, especially those identified with or at risk of learning disabilities (LD), a group that struggles most with solving word problems
Based on the findings of this comprehensive review of the literature of third-grade problem-solving interventions, it is clear that the intervention practices that most clearly support the problem-solving process include teacher-mediated explicit instruction with multiple exemplars to teach students to demonstrate understanding of the problem and work to solve it
Basic instruction in solving word problems should be situated within an explicit instruction context; essentially, the problem-solving process should be broken down into smaller steps, the teacher should model all steps in the solving process, provide guided practice, use corrective and positive feedback that is immediate and specific, and allow time for independent solving before assessment

Summary

Introduction

As synthesized by Bryant and Bryant (2008), traditional word problem-solving instruction has proven ineffective for many students, especially those identified with or at risk of learning disabilities (LD), a group that struggles most with solving word problems. Because curricular expectations of problem-solving proficiency are first presented at the third-grade level, it is vital that we find ways to promote student success in this area; research, over the past 10 years, has begun to reflect this need This increase in the third-grade problem-solving literature was made apparent when Powell (2011) conducted a review of second- and third-grade word problem-solving literature. With third grade being where problem-solving requirements are first introduced into the curriculum and standardized assessment, and with the research starting to recognize the need for empirically validated strategies at this level, reviewing intervention research in this area with a critical focus can help provide a foundation for future research and drive practitioner recommendations. The following sections provide an in-depth analysis of the characteristics within each category, followed by a discussion of what we currently know about effective third-grade problem-solving instruction, limitations of that knowledge, and important directions for future research

Literature review

Conclusions and discussion