The Role of a Graphic Representational Technique on the Mathematical Problem Solving Performance of Fourth Graders: An Exploratory Study

Abstract

The purpose of this within‐subject comparisons exploratory study was to examine the influence of a graphic representational strategy on the problem solving performance of fourth graders, including special education students with learning problems. We employed a preliminary design experiment, prior to conducting a formal experimental or quasi‐experimental study, to gain insights into factors that may inhibit or enhance implementation of the intervention, especially in the context of real world of classroom (Gersten, Baker, & Lloyd, 2000). Students received teacher‐led strategy instruction in problem solving using a whole group (8 to 9 students) format followed by guided practice in applying the strategy during cooperative groups. Results indicate that students’ word problem solving performance increased from the pretest to posttest on multiplication and division problems. In addition, some students were able to generalise the skill to untaught problems. Implications of the representational strategy for solving word problems by elementary students and special education students with learning problems are discussed.