| Abstract: | ABSTRACT The authors compared a conceptual model- based problem-solving (COMPS) approach with a general heuristic instructional approach for teaching multiplication–division word-problem solving to elementary students with learning problems (LP). The results indicate that only the COMPS group significantly improved, from pretests to posttests, their performance on the criterion test (that involves equal groups and multiplicative compare problems) and the prealgebra model expression test. The study results suggest that elementary students with LP can be expected to move beyond concrete operations and to algebraically represent mathematical relations in conceptual models that drive the solution plan for accurate problem solving. |
