Abstract
The purpose of this chapter is to describe an evidence-based instructional program, schema-based instruction (SBI), which provides support in word problem solving for students who have difficulties in mathematics (MD). First, I describe mathematical word problem solving and the critical components linked to the ability to understand and solve word problems. Second, I describe the theoretical framework for SBI, including a discussion of its unique features and how SBI contributes to word problem solving performance. Third, I summarize previous research on SBI to understand the instructional conditions that need to be in place to support mathematical word problem solving for students with MD. Last, I conclude with a discussion of challenges yet to be addressed.
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