{'fraction_non_alphanumeric': 0.01760268231349539, 'fraction_numerical': 0.0075440067057837385, 'mean_word_length': 5.56043956043956, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Effectiveness of the Math Word Problem Intervention for Students with Math Underachievement: Case Studies on Word Problem Solving Strategies

This study examined and analyzed the effectiveness of the math intervention program with word problem solving strategies on 4th, 5th, and 6th grade elementary school students with math underachievement. A total of six students were selected as participants based on the screening test results and teachers’ recommendation and placed in either Tier 2 or Tier 3 according to the dynamic RTI model. All participants engaged in 14-16 intervention sessions with explicit instructions of math word problem strategies. Students’ progress monitoring evaluation was conducted through pre and posttests along with formative assessments in between, and analysis was done based on the students’ performance rate and percentile rank. As per the curriculum-based measurement (CBM) scoring guidance, the evaluation of the students included correct digit grading in addition to the formula and answer grading. Each student’s results are shown in these domains of correct digit, formula and answer. Further educational implications and study limitations are discussed.