A Comparison of Two Instructional Approaches on Mathematical Word Problem Solving by Students with Learning Problems

This study examined the differential effects of two instructional strategies on the acquisition, maintenance, and generalization of mathematical word problem solving by students with learning disabilities: an explicit schema-based problem solving strategy (SBI) and a traditional general heuristic instructional strategy (TI). Twenty-two middle school students with learning disabilities and problems in mathematics were randomly assigned to one of the two treatment conditions. The two instructional strategies were compared using a repeated measure with control group design. Results indicated that the SBI group significantly outperformed the TI group on the posttest, maintenance test (1 to 2 weeks later), and follow-up test (3 weeks to 3 months later). The SBI group also significantly outperformed the TI group in solving transfer (i.e., structurally similar but more complex) problems following the assigned strategy instruction. Additionally, the performance of the SBI group on the posttest, maintenance, and follow-u