Compare the restructuring-strategy approach against other word problem training approaches in future research¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

The article's stated implication is that "The approach should be compared to other approaches to foster word problem solving." Because the feasibility study used only a neutral control group in which students participated in regular non-mathematics instruction, the authors state they cannot draw conclusions on effectiveness compared to other training approaches such as schema-based instruction. This strategy directs future research and practice evaluation toward comparative effectiveness studies before adopting the restructuring training over established alternatives.

Design Implications¶

Context¶

Requirements¶

• Comparative studies with active control conditions implementing other word problem training approaches

Constraints¶

• The current evidence base is a single small feasibility study with a neutral control, so no comparative effectiveness conclusion is currently warranted

Target Learners¶

• primary school students learning additive word problems

Target Learning Goals¶

• word problem solving skills

Claims¶

• Training restructuring strategies fosters grade-2 students' flexibility in dealing with additive situations relative to a control group, with stronger growth at follow-up [+W]
• Training restructuring strategies improves grade-2 students' word problem solving skills at four-week follow-up relative to a control group [+W]
• Training effects on flexibility and word problem solving are delayed, appearing at four-week follow-up but not directly after the training [+W]
• Controlling statistically for flexibility renders the training effect on word problem solving non-significant, suggesting flexibility explains the gains [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Laura Gabler, Stefan Ufer. (2024). Training flexibility in dealing with additive situations. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.101902