Dataset: Pirate Math Equation Quest
The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD;n304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The pre-algebraic reasoning component targeted relational understanding of the equal sign as well as standard and nonstandard equation solving. Intervention occurred for 16 weeks, 3 times per week, 30 min per session.