Year: 2025
Type: article
Abstract: ABSTRACT Students with mathematics difficulty, especially students with disabilities and emergent bilinguals, require careful consideration during word‐problem instruction. Word problems that include relational terms such as more but are not easily solved using the implied operation (i.e., addition) can be particularly challenging. First, we summarize a previous analysis of how Grade 3 students solved these kinds of word problems. Then, we describe strategies that may support these learners, including using an attack strategy, implementing schema instruction, exposing students to a variety of word problems, and embracing culturally responsive instruction.
Source: The Reading Teacher
DOI: 10.1002/trtr.70022
Institution: The University of Texas at Austin
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,760
OpenAlex ID: W4413380302