This study examined mathematics strategy instruction that primes the common underlying structures of word problems using explicit instruction in a rural elementary classroom with fourth- and fifth-grade students with and without disabilities (n = 27). Although intervention students did not outperform control condition students on a word problem solving (WPS) measure (p = .054), a statistically significant interaction effect was found (p = .003). Follow-up analyses revealed that the WPS pretest–posttest gain was significant for the intervention group only. Students with disabilities in both conditions did not improve performance. Implications for practice and research in rural school classrooms are presented.

中文翻译：

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在农村小学课堂启动数学单词问题结构

本研究调查了数学策略教学，该教学在农村小学课堂中使用显式教学来启动单词问题的常见基础结构，该课堂​​有残疾和非残疾的四年级和五年级学生（n = 27）。尽管干预学生在单词问题解决 (WPS) 测量 (p = .054) 上的表现并不优于控制条件学生，但发现了统计学上显着的交互效应 (p = .003)。后续分析显示，WPS 前测-后测增益仅对干预组显着。两种情况下的残疾学生都没有提高成绩。介绍了农村学校课堂实践和研究的意义。