Mathematical Problem-Solving Strategy Instruction for Third-Grade Students with Learning Disabilities

By Rhoda Owen, Lynn S. Fuchs. 2002

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Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, background): “…tutors); small group (3-5); NR 9.2 Supplemental paraphrasing intervention BAU Standardized, composite score of TOMA, CMAT, KeyMath (α = 0.80) Arithmetic (+, -) Owen & Fuchs (2002) N = 12; grade 3; 50% LD/50% MD; 50% Minority; 100% FRL; Attrition = 0% RA at classroom level Researchers; NR, gen ed.”
Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, background): “%) received a score of 2 (i.e., Butler et al., 2003; Ives, 2007; Owen & Fuchs, 2002; Walker & Poteet, 1989–1990; Woodward & Brown, 2006).”
A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics (2011, result): “…excluded for the following reasons: they did not speciﬁcally target fractions and operations in fractions (see Manalo, Bunnell, & Stillman, 2000; Owen & Fuchs, 2002; Rittle-Johnson et al., 2001; Woodward et al., 1999); did not disaggregate results for fractions (see Bottge, Rueda, Serlin, Hung,…”
Self–Regulation and Mathematics Instruction (2007, background): “Focusing on math problem solving, Owen and Fuchs (2002) examined the effects of self-instruction on math problems that required students with MLD to ﬁnd half of a particular number.”