Chapter 3: Developing mathematical problem solving through strategic instruction: Much more than a keyword

Paul J. Riccomini, Jiwon Hwang, Stephanie Morano

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations


While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving tasks are much more challenging to remediate than computational and procedural skills. Given the complexities involved in authentic problem-solving activities emphasized in current mathematics standards and the inherent challenges presented to students with LD, the importance of using strategies and techniques guided by evidence-based practices is paramount. Yet, ineffective instructional strategies for problem solving are still widespread in both mathematics curricula and available teacher resources. In this chapter, we provide a description of a commonly used ineffective problem-solving strategy (i.e., the keyword strategy), an overview of the keyword research, and an explanation for its ineffectiveness. We conclude with a description of three evidenced-based problem-solving approaches and practices that significantly improve the mathematical performance of students with LD.

Original languageEnglish (US)
Title of host publicationAdvances in Learning and Behavioral Disabilities
PublisherEmerald Group Publishing Ltd.
Number of pages22
StatePublished - Jan 1 2016

Publication series

NameAdvances in Learning and Behavioral Disabilities
ISSN (Print)0735-004X

All Science Journal Classification (ASJC) codes

  • Education
  • Rehabilitation


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