Does Training Schematic Representation Improve Ability to Solve Math Word Problems?

Abstract

The current study examines the effect of schematic representation training on math word problem solving by developing and administering a training module. First, math word problem solving ability was measured using a short assessment. Then, those in the experimental group receive a training module adapted from Lewis (1989) that focuses on teaching diagrams as a tool to help improve problem representation. Changes in word problem solving ability were measured at posttest. Results show similar performance at pretest and posttest between conditions.