Conceptual Model-Based Problem Solving: An Evidence-Based Review for Students Who Are Struggling in Mathematics

Abstract

Over the past decade, the mathematical performance of at-risk students has not improved and has, in fact, declined since 2020. Conceptual Model-Based Problem-Solving (COMPS) strategies have been studied by researchers in and outside of the U.S. To date, there is no systematic review evaluating this body of research. The purpose of this study was to conduct a systematic review evaluating the quality and evidence base of research studies that utilized COMPS strategies in helping students learn mathematics. A total of 20 studies involving students with disabilities or learning difficulties in mathematics, with grade levels ranging from third to eighth grade, were included in this review. We used Council for Exceptional Children quality indicators and What Works Clearinghouse standards to evaluate the methodology rigor of this body of research and determine the evidence base of the COMPS strategies. The results of this systematic review of the evidence base indicate that COMPS is an evidence-based practice particularly based on the single-case design studies identified in this review. Implications for future research and practices are discussed in the context of paradigm shifts in mathematics teaching and learning.