Filiz, TunahanOztel, Nur Caglayan2026-09-012026-09-0120261871-18711878-0423http://dx.doi.org/10.1016/j.tsc.2026.102203https://hdl.handle.net/20.500.12403/8516This study used a design-based research method to explore how to design realistic mathematics education principles integrated into strategy instruction for teaching word problem solving to students with learning disabilities. The study was divided into two iterative research phases lasting 3 semesters in which the differentiation of word problem solving strategy steps for 12 third-grade students with learning disabilities was explored. During the two iterations, a combination of quantitative and qualitative data collection and analysis procedures were used to examine the impact of the designed strategies on the word problem solving achievement of students with learning disabilities and to explore students' feedback on the worksheets. After two designbased iteration phases, it was concluded that the redesigned STAR worksheets with realistic mathematics education significantly increased the word problem solving achievement of students with learning disabilities. This design, which increased students' motivation and enhanced classroom interaction, also improved students' overall problem solving performance and discussion participation. Possible studies for the next phases of the design-based research study are also discussed.eninfo:eu-repo/semantics/closedAccessCognitive Strategy InstructionRealistic Mathematics EducationLearning DisabilitiesWord Problem SolvingDesign-Based ResearchArticle6110.1016/j.tsc.2026.1022032-s2.0-105035448156Q1WOS:001740336600001Q1