Abstract
In third grade the focus on math word problems becomes prominent. In the limited third grade research, teacher-mediated explicit instruction with multiple exemplars, teaching students to use visual representations, and the incorporation of self-strategies, have proven effective. For these practices to reach their full potential though, their content must be relevant and provide for growth to mature mathematical concepts. Based on these conclusions, additional research was needed. Therefore, the focus of this study was to evaluate the effectiveness of a multi-component word problem-solving intervention with explicit instruction strategies, multiple exemplars, the teaching of student-generated visual representations, incorporation of a self-monitoring checklist, and Common Core State Standards' appropriate curriculum. Within a multiple baseline across behaviors design, the study evaluated the paraphrasing, visualizing, and computing word problem-solving responses of 10 third graders identified as learning disabilities, at-risk, and/or ESOL. The study revealed that all students made gains in some behaviors related to problem solving. Results are discussed in relation to a cognitive-behavioral framework and individual student characteristics, including discussions of limitations and educational significance.
