Understanding Word Problems and Instructional Strategies

The video, presented by Tara Rousseau, introduces evidence-based practices for mathematics instruction, focusing on word problems. It explains Pennsylvania's Multi-Tiered System of Support (MTSS) framework, detailing instructional tiers and interventions. The video addresses common misconceptions in solving word problems and provides strategies to support students, especially those with disabilities. It introduces General Solution Instruction (GSI) and Schema-Based Instruction as effective methods for teaching word problems. The video concludes with a summary of learning objectives and additional resources.

What is the primary role of Tara Rousseau in the video?

• Student counselor

• Mathematics teacher

• Educational consultant

• School principal

What is the main goal of Pennsylvania's multi-tiered system of support?

• To replace general education settings

• To provide only academic support

• To enhance both academic and behavioral outcomes

• To focus solely on behavioral health

In the MTSS framework, what percentage of students typically receive Tier 1 instruction?

• 5%

• 100%

• 15%

• 80%

Why is relying on keywords in word problems often problematic?

• Keywords are not present in all word problems

• Keywords can mislead students about the required operation

• Keywords are only useful in advanced mathematics

• Keywords always indicate the correct operation

What is a common challenge for students with disabilities when solving word problems?

• Inability to read the problem

• Lack of interest in mathematics

• Difficulty in selecting the correct strategy

• Over-reliance on calculators

What is the purpose of using mnemonics in general solution instruction?

• To make problems more complex

• To help students recall steps to solve problems

• To replace traditional teaching methods

• To focus only on arithmetic operations

How does schema-based instruction benefit struggling learners?

• By focusing only on memorization

• By ignoring the structure of word problems

• By offering schematic diagrams to classify problems

• By providing random problem-solving techniques

At which stage of learning is schema-based instruction introduced?

• Advanced acquisition

• Generalization

• Initial acquisition

• Adaption

What does the 'total schema' help students understand in word problems?

• The difference between two quantities

• The sum of parts to form a whole

• The decrease in a quantity over time

• The multiplication of two numbers