Date of Award

12-2017

Culminating Project Type

Thesis

Degree Name

Curriculum and Instruction: M.S.

Department

Teacher Development

College

School of Education

First Advisor

Hsueh-I Lo

Second Advisor

Jennifer S. Jay

Third Advisor

Kyounghee Seo

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Computer-assisted Interventions, Word Problems, Mathematical difficulties

Abstract

Students with mathematical difficulties are more likely to consider word problems to be challenging due to their reading abilities, and they tend to use inferior strategies when in problem-solving situations compared to their peers. As one of the effective strategies, computer-based intervention has been used for improving the academic performance of students who are struggling with mathematics problem-solving. Computer-assisted instruction provides immediate corrective feedback, enables systematically sequenced curriculum based on individual’s academic performance, and helps students to improve their mathematical performance. This paper is to review the literature that examines computer-assisted interventions for mathematical word problems for elementary students with MD. In this paper, the findings of previous studies on math interventions focusing on word problems are summarized. Also, recent literature which examined the effectiveness of computer-assisted mathematical interventions for solving word problems for elementary students with MD is reviewed. Lastly, research findings, future recommendations, and implications are discussed.

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