Recommendation 4 Interventions should include instruction on solving word problems that is based on common underlying s

1. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 4Interventions should include instruction on solving word problems that is based on common underlying structures. Level of Evidence: Strong

2. Research to Support the Recommendation Instruction on solving word problems that is based on underlying problem structure leads to positive effects on problem-solving. • Teach students to: • determine the structure of the problem type • use a reliable strategy for solving problems of that type • distinguish significant from insignificant information • determine when to apply which strategy

3. Research to Support the Recommendation Instruction on solving word problems that is based on underlying problem structure leads to positive effects on problem-solving. • Systematically teach students to recognize the structural connections between familiar and unfamiliar problems. • This will help students know when to apply which problem-solving strategy.

4. How to Carry Out the Recommendations

5. 1. Teach students about the structure of various problem types, how to categorize them based on structure and how to determine solutions for each problem type. • Problem types are groups of problems with similar mathematical structures. • Students should be explicitly taught about the structural features which distinguish one problem type from another. • For each problem type, teach solution rules (or guiding questions that lead to an equation for solving the problem). • Go from using fully-worked examples to partially-worked examples to having students work in pairs.

6. Teach students to see common, underlying structures between familiar and unfamiliar problems and to transfer known solution strategies from familiar to unfamiliar problems. • Students are often confused by irrelevant information in word problems. • Students who struggle in math must often be taught explicitly about the concept of irrelevant information. • Teach students to explain why certain information is relevant or irrelevant and give them opportunities to practice this skill with feedback.

8. Concerns & Considerations • Math curriculum material might not classify the problems in the lessons into problem types. • Use a math specialist or a state or district curriculum guide to help identify the problem types covered in the curriculum at each level and the recommended strategies for solving them. • Students must be taught to understand a set of problem types and a reliable strategy for solving each type.

9. Concerns & Considerations • As problems get more complex, so will the problem types and the task of discriminating among them. • Explicitly and systematically teach students how to differentiate one problem type from another. • Provide high quality professional development to those conducting intervention lessons. • Include practice for participants on determining problem types, explaining their responses and practice explaining and modeling problem types to colleagues and to students. • Provide positive and corrective feedback to trainees on this skill.