Explicit Instruction in Mathematics Problem Solving

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Abstract
This study examined the effectiveness of a method that teaches fourth graders to translate word story problems into mathematical equation form in a step-by-step explicit manner. This explicit strategy method was compared to a method developed from a composite of the four basal arithmetic texts adopted for use in the state of Oregon. The study also examined the effects of providing extra lessons to students who failed to master each of three units in the 11-lesson curriculum packages. The target population was 73 skill-deficient fourth graders. Students were randomly assigned to teaching conditions. The dependent measure was a 26-item test that asked students to translate word problems into equation form. Posttest results indicated a significant positive effect for the explicit translation strategy (KTS) but no effect for provision of extra review lessons (regardless of teaching methods). On a parallel form maintenance test administered two weeks later, however, only students in the explicit group who had received extra review lessons performed significantly better than students in the comparison groups. The implications of these findings for the teaching of math problem solving to low performing students are discussed.

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