Strategy Choice in Solving Arithmetic Word Problems: Are there Differences between Students with Learning Disabilities, G-V Poor Performance and Typical Achievement Students?

Abstract

This study was designed to test whether there are differences between children with arithmetic learning disabilities, garden-variety (G-V) poor performance and typically achieving children in strategy choice when solving arithmetic word problems. Using the standard-score discrepancy method (differences between IQ and achievement standard scores), samples were selected of dyscalculic, G-V poor mathematics performance, and typically achieving students. The groups were compared to analyze whether there were differences in their strategy choice when solving arithmetic word problems. No significant differences were found between dyscalculic and G-V children, both groups relying more on backup strategies than the nonimpaired group. Thus, the IQ-achievement discrepancy does not seem to be a relevant criterion for differentiating between individuals with dyscalculia and those with garden-variety poor mathematics performance.