Improving math problem solving strategies of middle school students with learning disabilities

The purpose of this study was to evaluate the effectiveness of an intervention designed to increase the percent correct of word problem solving for math word problems for eighth-grade math students with learning disabilities. The single-subject research methodology consisted of a multiple-probe design across students. The independent variable was instruction in a learning strategy created to assist students in discerning the important information contained in word problems and organizing the information into an understandable and solvable format so that an accurate solution could be obtained. Data was collected on the participants use of the strategy for accurate problem completion. The results indicated that the strategy was effective in increasing the percent of correct responses for solving math word problems for all participants. Additionally, all of the students responded favorably to the intervention. Instructional and research implications are discussed.