This study explored how applying evidence-based instructional strategies and systematic error analysis enhanced third-grade students’ literacy integration and conceptual understanding when solving mathematical word problems. This study focused on eight third grade participants at a public elementary school in the southern region of the United States. Grounded in Cognitive Load Theory (Sweller, 1988) and the Read–Draw–Write framework from Eureka Math, the study drew on classroom data and qualitative analysis of student work. Multiple data sources were utilized, including student work samples, classroom discussions and open-ended responses, instructional observations, and semi-structured interviews. Participants engaged in guided error analysis to identify comprehension, procedural, and conceptual errors and apply targeted strategies such as modeling, simplifying problem presentation, guided reading, and scaffolding. Findings demonstrated that integrating these strategies reduced cognitive overload, strengthened reading comprehension, and promoted conceptual reasoning. This study offered globally transferable practices that bridge literacy and mathematics instruction, equipping teachers with diagnostic and instructional tools to improve students’ problem-solving accuracy and depth of understanding.

Authors:
Rosalind Hudson, Louisiana State University of Baton Rouge, United States

About the Presenter(s)
Dr Rosalind Hudson is a University Assistant Professor/Lecturer at Louisiana State University of Baton Rouge in United States

Connect on Linkedin
https://www.linkedin.com/in/rosalind-hudson-p

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