Educational Care

Educational Care: Actively Addressing Math Problems

Posted by Monte W. Davenport, Ph.D. on

Students who struggle with learning, attention, and executive functioning challenges can have trouble with a number of different aspects of math.

  • Automatic fact recall

  • Inconsistent recall and application of multiple-step math procedures

  • Inconsistent problem solving

  • Trouble completing all steps in multiple step word problems

  • Inconsistent reasoning with time and money

  • Trouble recalling procedures for higher level math such as algebra and calculus.

If your student struggles in these areas, talk to her educators to consider these research-based strategies for teaching math skills, procedures, and problem solving.

Move from Concrete to Abstract

A concrete-representational-abstract intervention approach can be especially helpful for those areas where your student struggles. (1) This step-by-step approach starts with using small objects, blocks, base ten blocks, fraction wheels, and other hands-on tools to provide visual confirmation of math concepts and procedures. (2)As she develops these skills you can teach her to draw pictures to represent objects. (3) Finally, she can learn to use numbers and operational symbols to successfully complete specific skills.

Direct Instruction

Direct and explicit instruction of new math skills involves breaking tasks into smaller steps, modeling those steps and skills, independent practice of skills, and frequent feedback at a pace that is appropriate for her.

Direct instruction can also help your student develop the arithmetic language needed to properly solve mathematics word problems. This involves teaching the student how to look for “clue” or “key” words in word problems that indicate the mathematical operation to be performed.  For example, “altogether” means to add and “difference” means to subtract.

It is important to explicitly teach the words or phrases that usually indicate addition, subtraction, multiplication, or division operations. It can also be helpful to assist the student in developing a math dictionary to assist with math word problems.

Teach Learning Strategies

Instruction in the use of specific learning strategies including use of mnemonics, graphic organizers, and numerous other math strategies (far too many to list here, but available from the sources listed below) aimed at teaching her how to learn and be successful at math.

Teaching mnemonics can help your student remember the steps in a specific procedure.  For example, the steps in division:

Divide, Multiply, Subtract, Check, Bring down

Can be remembered using this mnemonic:

Does McDonald’s Sell Cheese Burgers?

Other students may need to draw a picture, use a graphic organizer, or use a math procedures cue card as they are learning multiple-step math procedures.

Teach your child the steps that are required to solve math word problems using the acronym S-T-A-R.

  • Search the word problem.

  • Translate the words into an equation in picture form.

  • Answer the problem.

  • Review the solution.

Strategy Instruction

Implicit strategy instruction is focused on helping her use her thinking skills, specific strategies, and a sequence of steps needed to solve problems. This process typically involves modeling how to talk through problems so that the student can hear the thinking process.

For word problems, teach your student to ask, “What information was given?”, “What information is not needed?”, “What is asked?”  Teach her how to mark this information on word problems and write out a number sentence based on the problem.

It can be helpful to use strategy steps that begin with action verbs, are sequenced appropriately, and use words that are meaningful to her. This is followed by having her complete problems using the same process.

Differentiated Instruction

Differentiated instruction can be tailored to your student’s needs based on her readiness, interests, and how she best learns and accesses information. For example, it may be helpful to use KWL charts to identify what she already knows (K), what she wants (or needs) to know (W), and what she has learned (L) about specific math computations and concepts.

Self-Monitoring

Self-monitoring using cue cards or checklists that list the steps to multiple-step math procedures and processes can be helpful as she is learning new multiple-step math problem solving. These can be developed from her mathematics books and materials, the James Madison University Learning Toolbox, or from Spark Charts available from Barnes and Noble.

The Flexibility of Accommodations

It is important that a student’s family and educators consider ways to accommodate her in math so that her academic progress is not halted, even though her math challenges persists.  See my post, Accommodating Math Problems to consider appropriate recommendations for your student.

Need Additional Suggestions?

Additional suggestions for teaching and accommodating specific math skills are available from

Each of these sites has a feature that allows you to search for strategies to address specific needs.

Need Help Identifying and Addressing Your Student’s Specific Math Needs?

Call 817.421.8780 or email us to schedule an assessment of your student’s learning.

(c) 2010 – 2019, Monte W. Davenport, Ph.D.
Photo courtesy of Microsoft
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