Research

Martinez-Lincoln, A., Tran, L. M., & Powell, S. R. (2019). What the hands tell us about mathematical learning: A synthesis of gesture use in mathematics instruction. Gesture, 17(3), 374–415. https://doi.org/10.1075/gest.17014.mar

Powell, S. R., Berry, K. A., & Barnes, M. A. (in press). The role of pre-algebraic reasoning within a word-problem intervention for third-grade students with mathematics difficulty. ZDM Mathematics Education. https://doi.org/10.1007/s11858-019-01093-1

Powell, S. R., Berry, K. A., & Benz, S. A. (2020). Analyzing the word-problem performance and strategies of students experiencing mathematics difficulty. Journal of Mathematical Behavior, 58, 1–16. https://doi.org/10.1016/j.jmathb.2020.100759

Powell, S. R., Berry, K. A., Benz, S. A., Forsyth, S. R., & Martinez-Lincoln, A. (2017). Teaching students to understand and solve word problems. Texas Mathematics Teacher, 63(2), 6–12.

Powell, S. R., Berry, K. A., & Tran, L. M. (in press). Performance differences on a measure of mathematics vocabulary for English learners and non-English learners with and without mathematics difficulty. Reading and Writing Quarterly: Overcoming Learning Difficulties. https://doi.org/10.1080/10573569.2019.1677538

Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. Teaching Exceptional Children, 51, 31–42. https://doi.org/10.1177/0040059918777250

Powell, S. R., Stevens, E. A., & Berry, K. A. (2019). Effects of a word-problem intervention on word-problem language features for third-grade students with mathematics difficulty. Learning Disabilities: A Multidisciplinary Journal, 24(2), 1–14. https://doi.org/10.18666/LDMJ-2019-V24-I2-9835