An Intervention to improve arithmetic word-problem solving by a student with borderline intelligence: Assessment of cognitive profile and errors in problem solving

Abstract

The present research examined an academic support approach to aid a ninth-grade student with borderline intelligence to solve arithmetic word problems. His cognitive ability profile on the W1SOIII was analyzed, as were his missteps in the problem solving process. On the basis of those assessment results, 2 academic support approaches were devised: concrete object operation and key word presentation. After key word presentation was applied, the student came to be able to solve the planning process portion of arithmetic word problems. However, he continued to make careless mistakes when calculating. Then, the presentation of prompts was introduced. The present results suggest that when dealing with students' difficulties in solving academic word problems, initially the focus should be on resolving the main difficulty. Following that, any errors that occur should be analyzed.