Developing Mathematical Problem Solving through Strategic Instruction: Much More Than a Keyword

Abstract

While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving tasks are much more challenging to remediate than computational and procedural skills. Given the complexities involved in authentic problem-solving activities emphasized in current mathematics standards and the inherent challenges presented to students with LD, the importance of using strategies and techniques guided by evidence-based practices is paramount. Yet, ineffective instructional strategies for problem solving are still widespread in both mathematics curricula and available teacher resources. In this chapter, we provide a description of a commonly used ineffective problem-solving strategy (i.e., the keyword strategy), an overview of the keyword research, and an explanation for its ineffectiveness. We conclude with a description of three evidenced-based problem-solving approaches and practices that significantly improve the mathematical performance of students with LD.

Citation

Riccomini, P.J., Hwang, J. and Morano, S. (2016), "Developing Mathematical Problem Solving through Strategic Instruction: Much More Than a Keyword", Instructional Practices with and without Empirical Validity (Advances in Learning and Behavioral Disabilities, Vol. 29), Emerald Group Publishing Limited, Leeds, pp. 39-60. https://doi.org/10.1108/S0735-004X20160000029003