Exploring the Effects of a Problem-Posing Intervention with Students at Risk for Mathematics and Writing Difficulties

Word problem posing is a critical component of student mathematics learning. This study examined the effects of a problem-posing intervention designed to improve mathematics performance and sentence-writing conventions. Using a multiple baseline across participants design, three third-grade students with mathematics and writing difficulties received one-on-one intervention delivered after school at a university reading center. Data were collected from baseline, intervention, and maintenance phases. Visual analysis and Tau-U statistical analysis indicated that all three students showed improvements in problem solving, problem posing, total words written, words spelled correctly, and correct writing sequence. Post-intervention data suggested that students maintained the improvement over baseline. Discussion and implications for future practice and research were provided.