Sarah Powell (University of Texas at Austin), focuses on students' proficiency with setting-up
and solving word problems. Research indicates that teaching students to understand the structure of word problems leads to better problem solving (Powell, Berry, & Barnes, 2019), and in this talk, Powell addresses what this looks like.

She demonstrates how she taught elementary students three additive word-problem structures with a combination of explicit modeling, dialogue, gestures, visual representations, and authentic practice opportunities.

She will highlight the word problem attack strategy and teaching students to use equations to represent a word problem's structure.