Eric.ed.gov – Math Word Problem Remediation with Elementary Students.

This report describes a program for improving elementary school students ability to solve mathematical word problems. The targeted population consisted of primary, middle, and junior high students attending two different kindergarten through eighth grade schools. Both schools were located within blue collar neighborhoods in a large metropolitan area. Students’ weakness in the area of problem solving was documented by teacher-made tests, journaling, standardized test scores, student surveys, and teacher surveys. Research literature and measurement tools revealed the following probable causes: inability to read story problems adequately; poor reading ability in general; improper strategy use; lack of strategy use; lack of desire to properly understand mathematical logic of problem; strategies that rely on memorization; insufficient instructional time spent on problem solving; and inadequate time spent on finding solutions. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of seven major categories of intervention: problem of the day, cooperative grouping, pair/sharing, illustrating problem data, math journaling, classification of word problems, and use of analytical worksheets. Post intervention data indicated an increase of strategy use, a positive change in student attitude towards word problems, and an increased in time spent on each problem solution. (Contains 30 references.) (Author/WRM)