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Conceptual Model-Based Problem Solving: An Evidence-Based Review for Students Who Are Struggling in Mathematics

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Publicat a:Education Sciences vol. 15, no. 12 (2025), p. 1664-1683
Autor principal: Xin Yan Ping
Altres autors: Wang, Yichen, Yilmaz, Yenioglu Busra, Yu Lejia
Publicat:
MDPI AG
Matèries:
Council for Exceptional Children
United States > US
Problem solving
Learning disabilities
Memory
Students with disabilities
Mathematics education
Evidence-based practice
Mathematical problems
Disability
Exceptional children
Mathematics teachers
Semantic analysis
Autism
Special education
Literature reviews
Systematic review
Learning
Semantics
Elementary School Mathematics
Educational Resources
Learning Problems
Direct Instruction
Cognitive Processes
Database Design
Mathematics Achievement
Exceptional Child Research
Coding
Mathematics Instruction
Equations (Mathematics)
Data Analysis
Evidence Based Practice
Mathematical Formulas
English Learners
Elementary Secondary Education
Algebra
Autism Spectrum Disorders
Mathematical Models
Database Management Systems
Educational Needs
Abstract Reasoning
Accés en línia:Citation/Abstract
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Resum:Over the past decade, the mathematical performance of at-risk students has not improved and has, in fact, declined since 2020. Conceptual Model-Based Problem-Solving (COMPS) strategies have been studied by researchers in and outside of the U.S. To date, there is no systematic review evaluating this body of research. The purpose of this study was to conduct a systematic review evaluating the quality and evidence base of research studies that utilized COMPS strategies in helping students learn mathematics. A total of 20 studies involving students with disabilities or learning difficulties in mathematics, with grade levels ranging from third to eighth grade, were included in this review. We used Council for Exceptional Children quality indicators and What Works Clearinghouse standards to evaluate the methodology rigor of this body of research and determine the evidence base of the COMPS strategies. The results of this systematic review of the evidence base indicate that COMPS is an evidence-based practice particularly based on the single-case design studies identified in this review. Implications for future research and practices are discussed in the context of paradigm shifts in mathematics teaching and learning.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15121664
Font:Education Database