About

Sarah R. Powell is a professor in the College of Education at The University of Texas at Austin and holds the Audrey Rogers Myers Centennial Professorship in Education. She is also the associate director of the Meadows Center for Preventing Educational Risk. Her research, teaching, and service focus on mathematics education, particularly for students who experience mathematics differently. Powell develops and tests interventions for students with mathematics difficulties, emphasizing word-problem solving, mathematics writing, data-based decision making, and mathematics vocabulary. She is the principal investigator of multiple grants, including an Institute of Education Sciences (IES) efficacy grant related to word-problem solving at Grade 4, and a doctoral leadership grant aimed at developing the next generation of researchers in mathematics. Powell has been recognized with the Presidential Early Career Award for Scientists and Engineers (PECASE) in 2019. Her work involves collaboration with teachers and students, and she has contributed extensively to the field through research, editorial roles, and leadership in educational projects.

Research topics

• Computer Science
• Psychology
• Mathematics education
• Mathematics
• Cognitive psychology
• Information Retrieval
• Statistics
• Social psychology
• Developmental psychology
• Artificial Intelligence
• Arithmetic
• Medical education
• Linguistics
• Medicine

Selected publications

• A Meta-Analysis of Mathematics Fact Fluency Interventions for Students With Mathematics Difficulties (MD)

  Journal of Learning Disabilities · 2026-03-06

  articleOpen access

  Mathematics fact fluency is essential for proficiency in advanced topics, such as algebra. However, many students in the United States, including those in elementary and secondary grades, experience mathematics difficulties (MD) and struggle to develop fluency with mathematics facts. We synthesized findings from 35 group-design studies, reporting 178 effect sizes (ESs), conducted between 1975 and June 2024, to evaluate the efficacy of fact fluency interventions and identify key malleable moderators of intervention outcomes. Results from a Robust Variance Estimation (RVE) model revealed an educationally meaningful average ES ( g = 0.76), providing evidence of the overall efficacy of fact fluency interventions. However, the prediction interval (−0.60 to 2.12) indicated substantial heterogeneity in treatment effects, warranting further investigation. To explore this variability, we conducted a meta-regression analysis to examine the role of intervention dosage indicators (e.g., frequency) and alignment indicators (e.g., grade level) while accounting for study-level confounders (e.g., publication era). Significant moderators included two dosage indicators (i.e., grouping and total sessions) and two alignment indicators (i.e., operation focus and outcome measures). We discuss these results in relation to limitations, implications for future research, and classroom practice.

  PublisherDOI

• Advancing Research Related to Mathematical Writing in PK-12 and Teacher Education

  Investigations in Mathematics Learning · 2026-01-02

  articleSenior author
  PublisherDOI

• Implementing schema instruction to support young children with word problems: A systematic review [Author Accepted Manuscript]

  Psychology Archives · 2026-01-12

  articleOpen access

  When young children are presented with mathematics word problems, they are asked to decode words, understand text, think critically, and perform calculations. Word problems are interdisciplinary and are known to be difficult for children across all grade levels. Schema instruction, in which children learn to solve word problems according to underlying concepts, has been identified as an evidence-based practice. Still, more attention needs to be devoted to how schema instruction impacts young children. We conducted a systematic search of experimental studies that implemented schema instruction with children in kindergarten, Grade 1, or Grade 2. In May of 2023, we conducted searches of three databases. To be included, studies had to be experimental (i.e., randomized-controlled trials, quasi-experiments, or single-case design) and peer reviewed or dissertations. Moreover, studies had to measure the impact of schema instruction on the word-problem performance of children in kindergarten, Grade 1, or Grade 2. Ultimately, we identified and included 13 studies with participants in Grades 1 and 2 (n ~ 2,100). Overall, schema instruction positively impacted word-problem outcomes. Common instructional components included: (a) systematic and explicit instruction on word-problem schemas; (b) diagrams, meta-equations, and gesturing; (c) the use of a problem-solving heuristic; (d) inclusion of numberless or intact story problems and isolated practice with identifying schemas; (e) explicit instruction on mathematics and word-problem specific vocabulary; (f) incorporating concrete or virtual manipulatives and a fact fluency component; and (g) the inclusion of a self-monitoring behavior component.

  PublisherDOI

• Moving Beyond the Page: Harnessing the Power of Storybooks for Math Learning

  Teaching Exceptional Children · 2026-03-31

  articleOpen access
  PublisherDOI

• Implementing schema instruction to support young children with word problems: A systematic review

  Journal of Numerical Cognition · 2026-03-31

  articleOpen access

  When young children are presented with mathematics word problems, they are asked to decode words, understand text, think critically, and perform calculations. Word problems are interdisciplinary and are known to be difficult for children across all grade levels. Schema instruction, in which children learn to solve word problems according to underlying concepts, has been identified as an evidence-based practice. Still, more attention needs to be devoted to how schema instruction impacts young children. We conducted a systematic search of experimental studies that implemented schema instruction with children in kindergarten, Grade 1, or Grade 2. In May of 2023, we conducted searches of three databases. To be included, studies had to be experimental (i.e., randomized-controlled trials, quasi-experiments, or single-case design) and peer reviewed or dissertations. Moreover, studies had to measure the impact of schema instruction on the word-problem performance of children in kindergarten, Grade 1, or Grade 2. Ultimately, we identified and included 13 studies with participants in Grades 1 and 2 ( n ~ 2,100). Overall, schema instruction positively impacted word-problem outcomes. Common instructional components included: (a) systematic and explicit instruction on word-problem schemas; (b) diagrams, meta-equations, and gesturing; (c) the use of a problem-solving heuristic; (d) inclusion of numberless or intact story problems and isolated practice with identifying schemas; (e) explicit instruction on mathematics and word-problem specific vocabulary; (f) incorporating concrete or virtual manipulatives and a fact fluency component; and (g) the inclusion of a self-monitoring behavior component.

  PublisherOA PDFDOI

• Research-Validated Approaches for Teaching and Learning Mathematics

  2026-04-20

  book-chapter1st authorCorresponding

  Mathematics proficiency is a key predictor of long-term academic and career success. Yet, both international and national (i.e., United States) data suggest that many students continue to struggle with mathematics. To support and teach students who experience difficulty with mathematics, educators should implement research-validated instructional strategies. This chapter begins by describing current trends in student mathematics performance in the United States. Then, we introduce five critical, research-validated instructional practices that are grounded in research and essential for improving student mathematics performance: (1) focusing on the language of mathematics, (2) incorporating multiple representations, (3) modeling and providing practice opportunities, (4) supporting students’ fluency, and (5) providing instruction on solving word problems. Finally, we provide actionable recommendations for policymakers, researchers, and educators, with the shared goal of ensuring all students receive high-quality, equitable mathematics education that fosters learning, confidence, and success.

  PublisherDOI

• Using Multiple Representations to Develop Understanding of Fractions

  Intervention in School and Clinic · 2026-04-20

  articleSenior author

  Understanding fractions is key to success in advanced math and careers in science, technology, engineering, and math (STEM). Yet many students—especially those with a math disability or difficulties—struggle with foundational understanding of fractions. This article offers a look at how different representations of fractions, such as area, set, and length models, can be used to strengthen students’ understanding of fractions. Two primary considerations include (a) using representations to understand target concepts and (b) mapping between representations. We present various instructional supports that educators can use to implement these steps effectively.

  PublisherDOI

• Implementing schema instruction to support young children with word problems: A systematic review

  Psychology Archives · 2026-03-31

  articleOpen access

  When young children are presented with mathematics word problems, they are asked to decode words, understand text, think critically, and perform calculations. Word problems are interdisciplinary and are known to be difficult for children across all grade levels. Schema instruction, in which children learn to solve word problems according to underlying concepts, has been identified as an evidence-based practice. Still, more attention needs to be devoted to how schema instruction impacts young children. We conducted a systematic search of experimental studies that implemented schema instruction with children in kindergarten, Grade 1, or Grade 2. In May of 2023, we conducted searches of three databases. To be included, studies had to be experimental (i.e., randomized-controlled trials, quasi-experiments, or single-case design) and peer reviewed or dissertations. Moreover, studies had to measure the impact of schema instruction on the word-problem performance of children in kindergarten, Grade 1, or Grade 2. Ultimately, we identified and included 13 studies with participants in Grades 1 and 2 (n ~ 2,100). Overall, schema instruction positively impacted word-problem outcomes. Common instructional components included: (a) systematic and explicit instruction on word-problem schemas; (b) diagrams, meta-equations, and gesturing; (c) the use of a problem-solving heuristic; (d) inclusion of numberless or intact story problems and isolated practice with identifying schemas; (e) explicit instruction on mathematics and word-problem specific vocabulary; (f) incorporating concrete or virtual manipulatives and a fact fluency component; and (g) the inclusion of a self-monitoring behavior component.

  PublisherDOI

• Strategy Instruction in Mathematics and Reading for Elementary Students With Learning Disabilities

  Teaching Exceptional Children · 2025-05-31

  article1st authorCorresponding
  PublisherDOI

• A Synthesis of Mathematics Interventions for High School Students With Mathematics Difficulties

  Journal of Learning Disabilities · 2025-10-28

  articleOpen access

  High school mathematics can have a direct impact on the academic, health, and financial outcomes of students. To understand how to better support students experiencing mathematics difficulty (MD) in Grades 9, 10, 11, and 12 (i.e., high school), we conducted a synthesis of 21 studies in which author teams investigated the efficacy of a mathematics intervention across a total sample of 197 students. Overall, 15 studies demonstrated positive outcomes, with four studies demonstrating no effects and two studies demonstrating mixed results. We identified several instructional strategies used across multiple studies: explicit instruction, use of technology, focus on vocabulary, use of representations, and word-problem instruction. In most studies, researchers used single case designs, and most of the mathematics content focused on early algebraic standards. As such, there is a need for more mathematics intervention research at the high school level.

  PublisherDOI

Frequent coauthors

• Lynn S. Fuchs

  American Institutes for Research

  57 shared

• Douglas Fuchs

  Vanderbilt University

  28 shared

• Anna‐Mária Fall

  The University of Texas at Austin

  18 shared

• Greg Roberts

  University of North Texas

  17 shared

• Pamela M. Seethaler

  15 shared

• Paul T. Cirino

  University of Houston

  15 shared

• Katherine A. Berry

  Hill Group (United States)

  13 shared

• Christian T. Doabler

  The University of Texas at Austin

  13 shared

Awards & honors

• Presidential Early Career Award for Scientists and Engineers…