Implementing A Schematic Word Problem Process In A Fourth-Grade Classroom

Authors

Anna R. Vidlak, University of Nebraska, OmahaFollow

Abstract

Abstract Word problems represent a culmination of mathematical skills which often pose significant challenges for students who struggle with logical reasoning. The purpose of my study was to determine if implementing a word problem process in my math whole group would increase students’ ability to solve multistep math word problems. The word problem process implemented in this study was a schematic process called FOPS. In this process, students learned to identify three word problem types and their respective schematic diagrams in order to organize and solve word problems. This action research took place in a 4th-grade classroom. Students underwent a scaffolded 8-week intervention where they learned and utilized the FOPS process to solve both single and multi-step word problems. Data from Pre/Post Assessments, Likert Scales, and student interviews were collected both before and after the intervention. Data from daily exit tickets and anecdotal notes were collected throughout the intervention. This study yielded significant results with three major themes: an increase in student ability and accuracy when solving word problems, growth in students' attitude and confidence when solving word problems, and daily implementation of the FOPS process.

Recommended Citation

Vidlak, Anna R. (2025) "Implementing A Schematic Word Problem Process In A Fourth-Grade Classroom," Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 10: Iss. 1, Article 7.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol10/iss1/7