|Keywords:||Algebra – Study and teaching; Learning disabled teenagers|
|Full text PDF:||http://hdl.handle.net/10927/1103|
The purpose of the study was to examine if Solve It! instruction, a cognitive based strategy instruction program, along with a graphic organizer would increase students understanding of mathematical word problems in the high school classroom setting. The study implemented a pretest-posttest design. There were sixteen participants in the intervention group as well as sixteen students in the control group. The study took place in four different resource mathematics classrooms. The independent variable was a modified version of Solve It! instruction while the dependent variable was a curriculum – based measurement created by the intervention and control group teachers. Overall, all students showed progress throughout the twenty-six day study, however students who were exposed to the intervention showed significantly greater gains.