Assessing a multi-component math intervention within a cognitive-behavioral framework on the word problem-solving responses of a diverse group of third graders

Sheri Kingsdorf,Jennifer Krawec,Kris Gritter

doi:10.1080/2331186x.2016.1160638

Sheri Kingsdorf, Jennifer Krawec + Show 1 more

Open Access

https://doi.org/10.1080/2331186x.2016.1160638

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Abstract

AbstractIn third grade the focus on math word problems becomes prominent. In the limited third grade research, teacher-mediated explicit instruction with multiple exemplars, teaching students to use visual representations, and the incorporation of self-strategies, have proven effective. For these practices to reach their full potential though, their content must be relevant and provide for growth to mature mathematical concepts. Based on these conclusions, additional research was needed. Therefore, the focus of this study was to evaluate the effectiveness of a multi-component word problem-solving intervention with explicit instruction strategies, multiple exemplars, the teaching of student-generated visual representations, incorporation of a self-monitoring checklist, and Common Core State Standards’ appropriate curriculum. Within a multiple baseline across behaviors design, the study evaluated the paraphrasing, visualizing, and computing word problem-solving responses of 10 third graders identified as le...

Highlights

Introduction and review of the literatureSets of standards drive the curricular content focus on numbers and operations, algebra, geometry, measurement, data analysis, and probability, as well as the process focus on problem solving, connections, communication, reasoning and proof, and representation (NCTM, n.d.)
percentages of non-overlapping data (PND) scores are interpreted in accordance with the guidelines for interpretation outlined by Scruggs and Mastropieri (1998); PND scores less than 50% reflect an unreliable treatment, PND scores between 50 and 70% reflect a treatment with questionable effectiveness, PND scores between 70 and 90% reflect a fairly effective treatment, and PND scores greater than 90% reflect a highly effective treatment
Substantial improvements in performance occurred after the introduction of the intervention, with two scores at criterion level (8/8 two consecutive times)

Summary

Introduction

Introduction and review of the literatureSets of standards drive the curricular content focus on numbers and operations, algebra, geometry, measurement, data analysis, and probability, as well as the process focus on problem solving, connections, communication, reasoning and proof, and representation (NCTM, n.d.). The introduction of Common Core State Standards (CCSS) has strengthened this focus (Common Core State Standards Initiative, 2012). Expectations have risen to include the application of problemsolving skills to real-life scenarios. These take the form of word problems, and are present as early as kindergarten (Common Core State Standards Initiative, 2012). Word problems are introduced early, their weight in the curriculum increases in third grade, when high-stakes testing often begins. This is mismatched as many third grade textbooks do not adequately address problem solving (Jitendra et al, 2005). With student proficiency in problem solving expected at the third grade level, finding ways to promote student success in this area is imperative

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