Conceptual Model-Based Problem Solving: An Evidence-Based Review for Students Who Are Struggling in Mathematics
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| Pubblicato in: | Education Sciences vol. 15, no. 12 (2025), p. 1664-1683 |
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MDPI AG
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| Accesso online: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 100 | 1 | |a Xin Yan Ping | |
| 245 | 1 | |a Conceptual Model-Based Problem Solving: An Evidence-Based Review for Students Who Are Struggling in Mathematics | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
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| 653 | |a Problem solving | ||
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| 653 | |a Students with disabilities | ||
| 653 | |a Mathematics education | ||
| 653 | |a Evidence-based practice | ||
| 653 | |a Mathematical problems | ||
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| 653 | |a Exceptional children | ||
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| 653 | |a Learning Problems | ||
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| 653 | |a Cognitive Processes | ||
| 653 | |a Database Design | ||
| 653 | |a Mathematics Achievement | ||
| 653 | |a Exceptional Child Research | ||
| 653 | |a Coding | ||
| 653 | |a Mathematics Instruction | ||
| 653 | |a Equations (Mathematics) | ||
| 653 | |a Data Analysis | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Mathematical Formulas | ||
| 653 | |a English Learners | ||
| 653 | |a Elementary Secondary Education | ||
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| 653 | |a Autism Spectrum Disorders | ||
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| 653 | |a Abstract Reasoning | ||
| 700 | 1 | |a Wang, Yichen | |
| 700 | 1 | |a Yilmaz, Yenioglu Busra | |
| 700 | 1 | |a Yu Lejia | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 12 (2025), p. 1664-1683 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3286276039/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3286276039/fulltextwithgraphics/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3286276039/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |