Abstract The purpose of this study was to examine the word-problem performance and strategies utilized by 3rd-grade students experiencing mathematics difficulty (MD). We assessed the efficacy of a word-problem intervention and compared the word-problem performance of students with MD who received intervention (n = 51) to students with MD who received general education classroom word-problem instruction (n = 60). Intervention occurred for 16 weeks, 3 times per week, 30 min per session and focused on helping students understand the schemas of word problems. Results demonstrated that students with MD who received the word-problem intervention outperformed students with MD who received general education classroom word-problem instruction. We also analyzed the word-problem strategies of 30 randomly-selected students from the study to understand how students set up and solve word problems. Students who received intervention demonstrated more sophisticated word-problem strategies than students who only received general education classroom word-problem instruction. Findings suggest students with MD benefit from use of meta-cognitive strategies and explicit schema instruction to solve word problems.

中文翻译：

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分析数学困难学生的单词问题表现和策略

摘要 本研究的目的是检查遇到数学困难 (MD) 的三年级学生的单词问题表现和策略。我们评估了单词问题干预的有效性，并将接受干预的 MD 学生（n = 51）与接受通识教育课堂单词问题指导的 MD 学生（n = 60）的单词问题表现进行了比较。干预持续 16 周，每周 3 次，每次 30 分钟，重点是帮助学生理解单词问题的图式。结果表明，接受单词问题干预的 MD 学生的表现优于接受通识教育课堂单词问题指导的 MD 学生。我们还分析了从研究中随机选择的 30 名学生的单词问题策略，以了解学生如何设置和解决单词问题。接受干预的学生比只接受普通教育课堂单词问题指导的学生表现出更复杂的单词问题策略。调查结果表明，MD 学生可以从使用元认知策略和显式图式指导来解决单词问题中受益。