Teaching Conceptual Model—Based Word Problem Story Grammar to Enhance Mathematics Problem Solving

Abstract

Borrowing the concept of story grammar from reading comprehension literature, the purpose of this study was to examine the effect of teaching word problem (WP) story grammar on arithmetic WP solving that emphasizes the algebraic expression of mathematical relations in conceptual models. Participants were five students in Grades 4 and 5 with or at risk for mathematics disabilities in two urban public elementary schools in the Midwest. An adapted multiple-probe-across-participants design was used to assess the functional relation between the intervention and students' problem-solving performance. The results indicated that conceptual model—based representation prompted by WP story grammar improved students' performance on arithmetic WP solving and promoted prealgebra concept and skill acquisition. The practical implications of integrating algebraic reasoning in elementary mathematics are discussed.