Julia Gattuso

Date of Award

Spring 4-28-2015

Document Type

Education 530 Project

Degree Name

Master of Science



First Advisor

Gentry, Roberta

Major or Concentration

Elementary Education


Over the past few years, teachers have seen a decline in students' mathematical understanding due to a shift from procedural to conceptual knowledge (Griffin & Jitendra, 2008). Many students struggle with comprehending word problems due to being taught strategies that do not emphasize reading comprehension. Various problem solving strategies have been created to help students gain a conceptual understanding of word problems. This study examined three different strategies in order to examine the effects it has on students' understanding of word problems. Students were taught the Reciprocal Teaching Strategy, Schema Based Instruction Strategy, and Visual Strategies. These strategies used different methods to help students understand word problems. This study used both qualitative and quantitative methods to examine students' understanding of word problems using these three strategies. Results show that the problem solving strategies helped students to gain a better understanding of word problems but did not affect how students verbally explained how they solved the word problems.

Included in

Education Commons