The present study investigated the effectiveness of schema based strategy on the mathematical word problem solving performance in addition and subtraction problems of third and fourth grade students with visual impairment. This study made use of verbal mathematical problems of changing and comparing. A multiple probe design was used with three participating students and results indicated that schema based word problem solving strategies led to an increase in word problem solving performance for all three students which continued to increase for 12 days following up the application. Given the baseline condition for these problems, after the instruction, the percentage of students’ improvement was found to be higher than that of the change problems.

Keywords: Word problem solving, visual impairment, problem schemas