Journal of Mathematics and Science Teacher

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• Clausen, A. M., Tapp, M. C., Pennington, R. C., Spooner, F., & Teasdell, A. (2021). A systematic review of modified schema-based instruction for teaching students with moderate and severe disabilities to solve mathematical word problems. Research and Practice for Persons with Severe Disabilities, 46(2), 94-107. https://doi.org/10.1177/15407969211007561
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• Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Craddock, C., Fuchs, D., Compton, D. L., Geary, D. C., & Changas, P. (2021). Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology, 113(1), 86-103. https://doi.org/10.1037/edu0000467
• García, A. I., Jiménez, J. E., & Hess, S. (2006). Solving arithmetic word problems: An analysis of classification as a function of difficulty in children with and without arithmetic LD. Journal of Learning Disabilities, 39(3), 270-281. https://doi.org/10.1177/00222194060390030601
• Goulet-Lyle, M. P., Voyer, D., & Verschaffel, L. (2020). How does imposing a step-by-step solution method impact students’ approach to mathematical word problem solving? ZDM Mathematics Education, 52, 139-149. https://doi.org/10.1007/s11858-019-01098-w
• Gvozdic, K., & Sander, E. (2020). Learning to be an opportunistic word problem solver: Going beyond informal solving strategies. ZDM Mathematics Education, 52, 111-123. https://doi.org/10.1007/s11858-019-01114-z
• Jaspers, M. W., & Van Lieshout, E. C. (1994). The evaluation of two computerised instruction programs for arithmetic word-problem solving by educable mentally retarded children. Learning and Instruction, 4(3), 193-215. https://doi.org/10.1016/0959-4752(94)90023-X
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• Khalaf, B., Al-Abbas, L., Mahmood, I., & Jaalout, O. (2025). Enhancing translation pedagogy: Exploring learners’ cognitive loads using contextual instruction. Educational Process: International Journal, 17, Article e2025325. https://doi.org/10.22521/edupij.2025.17.325
• Kim, D., Park, K., & Lee, S. (2022). A synthesis of computer-assisted mathematical wordproblem-solving instruction for students with learning disabilities or difficulties. Remedial and Special Education, 42(6), 337-350. https://psycnet.apa.org/record/2023-24447-002
• Kong, J. E., Yan, C., Serceki, A., & Swanson, H. L. (2021). Word-problem-solving interventions for elementary students with learning disabilities: A selective meta-analysis of the literature. Learning Disability Quarterly, 44(4), 248-260. https://doi.org/10.1177/0731948721994843
• Kouba, V. L. (1989). Children’s solution strategies for equivalent set multiplication and division word problems. Journal for Research in Mathematics Education, 20(2), 147-158. https://doi.org/10.2307/749279
• Lean, G. A., Clements, M. A., & Del Campo, G. (1990). Linguistic and pedagogical factors affecting children’s understanding of arithmetic word problems: A comparative study. Educational Studies in Mathematics, 21(2), 165-191. https://doi.org/10.1007/BF00304900
• Lewis, A. B. (1989). Training students to represent arithmetic word problems. Journal of Educational Psychology, 81(4), 521-531. https://doi.org/10.1037/0022-0663.81.4.521
• Lin, X. (2021). Investigating the unique predictors of word-problem solving using meta-analytic structural equation modeling. Educational Psychology Review, 33(3), 1097-1124. https://doi.org/10.1007/s10648-020-09554-w
• Liu, J., Sun, D., Sun, J., Wang, J., & Yu Philip, L. H. (2025). Designing a generative AI enabledlearning environment for mathematics word problem solving in primary schools: Learning performance, attitudes and interaction. Computers and Education: Artificial Intelligence, 25, Article 100438. https://doi.org/10.1016/j.caeai.2025.100438
• Mandal, S., & Naskar, S. K. (2021). Classifying and solving arithmetic math word problems–Anintelligent math solver. IEEE Transactions on Learning Technologies, 14(1), 28-41. https://doi.org/10.1109/TLT.2021.3057805
• McDonald, C. V. (2016). STEM education: A review of the contribution of the disciplines of science, technology, engineering and mathematics. Science Education International, 27(4), 530-569. http://hdl.handle.net/10072/380672
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• Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM Mathematics Education , 52, 33-44. https://doi.org/10.1007/s11858-019-01118-9
• Powell, S. R., Berry, K. A., Fall, A. M., Roberts, G., Barnes, M. A., Fuchs, L. S., Martinez-Lincoln, A., Forsyth, S. R., Vinsonhaler, R. K., Benz, S. A., Zaparolli, B. L., & Lin, X. (2022). Does word-problem performance maintain? Follow-up one year after Implementation of a word-problem intervention. Journal of Research on Educational Effectiveness, 15(1), 52-77. https://doi.org/10.1080/19345747.2021.1961332
• Rabinowitz, M., & Wooley, K. E. (1995). Much ado about nothing: The relation among computational skill, arithmetic word problem comprehension, and limited attentional resources. Cognition and Instruction, 13(1), 51-71. https://doi.org/10.1207/s1532690xci1301_2
• Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Development of children’s problem-solving ability in arithmetic. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp. 153-196). Academic Press.
• Savard, A., & Polotskaia, E. (2017). Who’s wrong? Tasks fostering understanding of mathematical relationships in word problems in elementary students. ZDM Mathematics Education, 49, 823-833. https://doi.org/10.1007/s11858-017-0865-5
• Schumacher, R. F., & Fuchs, L. S. (2012). Does understanding relational terminology mediate effects of intervention on compare word problems? Journal of Experimental Child Psychology, 111(4), 607-628. https://doi.org/10.1016/j.jecp.2011.12.001
• Secada, W. G. (1991). Degree of bilingualism and arithmetic problem solving in Hispanic first graders. The Elementary School Journal, 92(2), 213-231. https://doi.org/10.1086/461689
• Shakarian, P., Koyyalamudi, A., Ngu, N., & Mareedu, L. (2023). An independent evaluation of ChatGPT on mathematical word problems (MWP). arXiv. https://doi.org/10.48550/arXiv.2302.1381
• Shin, M., Bryant, D. P., Powell, S. R., Jung, P.-G., Ok, M. W., & Hou, F. (2020). A meta-analysis of single-case research on word-problem instruction for students with learning disabilities. Remedial and Special Education, 42(6), 398-411. https://doi.org/10.1177/0741932520964918
• Sumarwati, E. S., Pujosudarmo, S., & Nurkamto, J. The types of word problem discourse structure in mathematics textbook presented in Indonesian for primary school students. Journal of Education and Practice, 5(12), 151-162. https://www.researchgate.net/profile/Sumarwati-Sumarwati/publication/341270683_The_Types_of_Word_Problem_Discourse_Structure_in_Mathematics_Textbook_Presented_In_Indonesian_For_Primary_School_Students/links/5eb6b8e44585152169c11d74/The-Types-of-Word-Problem-Discourse-Structure-in-Mathematics-Textbook-Presented-In-Indonesian-For-Primary-School-Students.pdf
• Suseelan, M., Chew, C. M., & Chin, H. (2022). Research on mathematics problem solving in elementary education conducted from 1969 to 2021: A bibliometric review. International Journal of Education in Mathematics, Science, and Technology, 10(4), Article 10031029. https://doi.org/10.46328/ijemst.2198
• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1016/0364-0213(88)90023-7
• Thevenot, C., & Oakhill, J. (2006). Representations and strategies for solving dynamic and static arithmetic word problems: The role of working memory capacities. European Journal of Cognitive Psychology, 18(5), 756-775. https://doi.org/10.1080/09541440500412270
• Tyumeneva, Y. A., Larina, G., Alexandrova, E., DeWolf, M., Bassok, M., & Holyoak, K. J. (2018). Semantic alignment across whole-number arithmetic and rational numbers: Evidence from a Russian perspective. Thinking & Reasoning, 24(2), 198-220. https://doi.org/10.1080/13546783.2017.1374307
• Verschaffel, L., Depaepe, F., & Van Dooren, W. (2020). Word problems in mathematics education. In S.Lerman (Ed.), Encyclopedia of mathematics education (pp. 908-911). Springer. https://doi.org/10.1007/978-3-030-15789-0_163
• Vicente, S., Orrantia, J., & Verschaffel, L. (2007). Influence of situational and conceptual rewording on word problem solving. British Journal of Educational Psychology, 77(4), 829-848. https://doi.org/10.1348/000709907X178200
• Wan, Z. H., Jiang, Y., & Zhan, Y. (2021). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), 940-962. https://doi.org/10.1080/10409289.2020.1814986
• Wardat, Y., Tashtoush, M. A., AlAli, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary toolfor teaching and learning mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), Article em2286. https://doi.org/10.29333/ejmste/13272
• Westby, C. (2018). Cognitive Load and Learning. Word of Mouth, 29(4), 8-12. https://doi.org/10.1177/1048395018759556b
• Willis, G. B., & Fuson, K. C. (1988). Teaching children to use schematic drawings to solve addition and subtraction word problems. Journal of Educational Psychology, 80(2), 192-201. https://doi.org/10.1037/0022-0663.80.2.192
• Xin, Y. P. (2007). Word problem solving tasks in textbooks and their relation to student performance. The Journal of Educational Research, 100(6), 347-360. https://doi.org/10.3200/JOER.100.6.347-360
• Young, J. R., Bevan, D., & Sanders, M. (2024). How productive is the productive struggle? Lessons learned from a scoping review. International Journal of Education in Mathematics, Science, and Technology, 12(2), 470-495. https://doi.org/10.46328/ijemst.3364

APA

Young, J. R., Calabrese, J. E., Xu, L., & Edosomwan, K. (2026). A scoping review of the structures of semantic word problems. Journal of Mathematics and Science Teacher, 6(1), em096. https://doi.org/10.29333/mathsciteacher/17814

Vancouver

Young JR, Calabrese JE, Xu L, Edosomwan K. A scoping review of the structures of semantic word problems. Journal of Mathematics and Science Teacher. 2026;6(1):em096. https://doi.org/10.29333/mathsciteacher/17814

AMA

Young JR, Calabrese JE, Xu L, Edosomwan K. A scoping review of the structures of semantic word problems. Journal of Mathematics and Science Teacher. 2026;6(1), em096. https://doi.org/10.29333/mathsciteacher/17814

Chicago

Young, Jamaal Rashad, Julia E. Calabrese, Leyang Xu, and Kristian Edosomwan. "A scoping review of the structures of semantic word problems". Journal of Mathematics and Science Teacher 2026 6 no. 1 (2026): em096. https://doi.org/10.29333/mathsciteacher/17814

Harvard

Young, J. R., Calabrese, J. E., Xu, L., and Edosomwan, K. (2026). A scoping review of the structures of semantic word problems. Journal of Mathematics and Science Teacher, 6(1), em096. https://doi.org/10.29333/mathsciteacher/17814

MLA

Young, Jamaal Rashad et al. "A scoping review of the structures of semantic word problems". Journal of Mathematics and Science Teacher, vol. 6, no. 1, 2026, em096. https://doi.org/10.29333/mathsciteacher/17814