ABSTRACT
This chapter explores strategies for teaching students how to interpret and solve word problems. Problem solving is one of the most complex, ubitiquous, and critical skills developed in mathematics curricula. The chapter provides specific methods for each phase of this problem-solving process. Students with learning disabilities in mathematics (MLD) share many of the characteristics of poor and novice problem solvers. Students with learning problems should be taught these alternative strategies explicitly, with many examples connecting the solution strategy to problem types. The chapter introduces a problem-solving sequence that can be applied to both routine and nonroutine problems and includes understanding the problem, developing a plan, carrying out the plan, and reflecting. It offers more specific strategies, with examples, that can enhance a student's toolbox for solving mathematics problems. These are the cognitive and metacognitive strategies incorporated in the research-based programs.
