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ERIC Number: EJ897122
Record Type: Journal
Publication Date: 2010-Sep
Pages: 9
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1053-4512
Embedding Number-Combinations Practice within Word-Problem Tutoring
Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas
Intervention in School and Clinic, v46 n1 p22-30 Sep 2010
Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems. (Contains 1 table and 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A