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1.
Students with learning disabilities (LD) consistently struggle with word problem solving in mathematics classes. This difficulty has made curricular, state, and national tests particularly stressful, as word problem solving has become a predominant feature of such student performance assessments. Research suggests that students with LD perform poorly on word problem‐solving items due primarily to deficits in problem representation. Therefore, it is imperative that teachers provide these students with supplemental problem‐solving instruction that specifically targets the development of representational strategies. This article describes how one representational strategy, using number lines, can be used to model word problems as part of a comprehensive problem‐solving intervention to improve the conceptual understanding of math word problems and, subsequently, the problem‐solving performance of students with LD. 相似文献
2.
van Garderen D 《Journal of learning disabilities》2007,40(6):540-553
This study examined the effectiveness of instruction focused on teaching students with learning disabilities (LD) to solve 1- and 2-step word problems of varying types. Three students with LD in Grade 8 participated in the study. During the treatment, students received instruction in diagram generation and a strategy that incorporates diagrams as a part of the procedure to solve word problems. The results indicated that all students improved in the number of diagrams they used and in their ability to generate diagrams. Their word problem solving performance increased. Moreover, the students generated and used diagrams to solve other types of problems. Overall, the students were very satisfied with the instruction and would continue to use the diagrams and the strategy to solve word problems in other classroom settings. 相似文献
3.
Solving word problems is a common area of struggle for students with learning disabilities (LD). In order for instruction to be effective, we first need to have a clear understanding of the specific errors exhibited by students with LD during problem solving. Error analysis has proven to be an effective tool in other areas of math but has had little application to errors in word problems. Using an error analysis approach, this study aimed to investigate in depth the various types and frequency of errors made by students with LD and their AA peers during math problem solving. The resulting similarities and differences between the two groups of students are discussed with insight into underlying cognitive processes, and implications for future research. 相似文献
4.
Yan Ping Xin Jia Liu Sarah R. Jones Ron Tzur Luo Si 《The Journal of educational research》2016,109(4):436-447
Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of constructivist-oriented mathematics instruction involving students with LD, the authors conducted a case study to analyze teacher–student interactions during constructivist-oriented small group instruction involving a student with LD. The student demonstrated, to a certain degree, the ability to reason mathematically when provided with appropriate opportunities and prompting. However, given the limited intervention time, his reasoning and problem solving did not seem to go beyond the semiconcrete level of operation, which may have inhibited his solving of complex word problems with large numbers. Findings indicate that more efforts are needed to support students, those with LD in particular, in their transitions from concrete or semiconcrete to abstract conceptual understanding and problem solving. 相似文献
5.
According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 second‐grade students, we administered: (1) measures of calculations and word problems in the fall and (2) an assessment of prealgebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word‐problem measures, we placed 148 students into one of four difficulty status categories: typically performing, calculation difficulty, word‐problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word‐problem difficulty is more strongly associated with difficulty with prealgebraic reasoning. As an indicator of later algebra difficulty, word‐problem difficulty may be a more useful predictor than calculation difficulty, and students with word‐problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty. 相似文献
6.
Raymond P. Perry Dieter J. Schonwetter Jamie-Lynn Magnusson C. Ward Struthers 《Research in higher education》1994,35(3):349-371
Although researchers have begun to examine how perceptions of academic performance affect college students' achievement striving,
little is known about these linkages in different instruction settings. Students' explanatory schemas, for example, may act
as buffers against the deleterious effects of poor-quality instruction. As well, effective instruction may serve to compensate
for other schemas that predispose students to failure. Three causal schema groups were created by informing students that
their performance on a prelecture test was due to either ability, effort, or test difficulty. Students then observed a videotaped
lecture presented by a low- or a high-expressive instructor, after which they wrote a test and completed a questionnaire.
When instruction was ineffective, the effort and ability schemas produced better performance in low-perceived-success students,
whereas no differences occurred between schema groups in high-perceived-success students. When instruction was effective,
the three schemas led to similar achievement patterns in both low- and high-perceived-success students. These results were
discussed in terms of buffer and compensation effects. 相似文献
7.
Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities 
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下载免费PDF全文 Shaqwana M. Freeman‐Green Chris O'Brien Charles L. Wood Sara Beth Hitt 《Learning disabilities research & practice》2015,30(2):76-90
This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic‐based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe across participants design, results suggested a functional relation between explicit instruction in the SOLVE strategy and increase in strategy use and computation scores on grade level mathematical word problems for all participants. Additionally, all participants generalized the SOLVE Strategy to other mathematic topics and concepts, and the teacher and students felt the intervention was socially acceptable. Finally, limitations, implications for practice, and suggestions for future research are discussed. 相似文献
8.
Abstract In this study we describe and examine the effectiveness of an instructional program designed to teach learning disabled adolescents to make better personal decisions. We presented problems in short narratives based on the types of problems these students must solve in their own lives. The program, conducted as part of the students' regular resource room curriculum, incorporated schema‐general questions for problem solving coupled with practice in generating problem‐specific questions to reach an appropriate decision. Participants were 70 resource room students in two large, urban high schools. We employed a pretest‐posttest comparison group design. On the posttest, instructed students performed significantly better on (1) identifying a general schema for making a personal decision and (2) applying the schema to reach appropriate decisions concerning novel problem narratives. The results support the view that application of a general schema to specific problems can be an effective instructional method to improve critical thinking and decision making. 相似文献
9.
Recent studies have analyzed the cognitive demands of solving problems in genetics, focusing primarily on the Piagetian schemas of combinations, proportions, and probability. Based on data from these primarily correlational studies, some authors have argued for the elimination of classical genetics from the high school curriculum. The critical review of the literature presented in this article reaffirms that formal-operational thought is conducive to successful genetics problem solving. The weight of the evidence to date, however, does not support the position that formal operational thought is strictly required for solving typical genetics problems. Arguments are therefore presented in support of the inclusion of genetics and genetics problem solving in high school biology. Implications of this analysis for the selection of appropriate content, problems, and instructional techniques for genetics instruction for nonformal students are presented. 相似文献
10.
Paula Maccini Candace A. Mulcahy Michael G. Wilson 《Learning disabilities research & practice》2007,22(1):58-74
Abstract This article extends a previous review of the literature ( Maccini & Hughes, 1997 ) on mathematics interventions for secondary school students with learning disabilities (LD). A systematic review of the literature from 1995 to 2006 yielded 23 articles that met the criteria for inclusion. It was determined that a number of practices demonstrated significant gains for secondary school students with LD in math, including mnemonic strategy instruction, graduated instructional approach, cognitive strategy instruction involving planning, schema‐based instruction, and contextualized videodisc instruction. We also discuss the nature and focus of math interventions and implications for both research and practice based on the findings. 相似文献
11.
Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning. 相似文献
12.
This study explored the problem-solving schemas developed by 7th-grade pre-algebra students as they participated in a teaching
experiment that was designed to help students develop effective schemas for solving algebraic problem situations involving
contexts of (1) growth and change and (2) size and shape. This article describes the qualities and types of schemas that students
developed through examples of problems used to develop schemas, examples of students' reasoning and writing, and excerpts
from student interviews. Findings from the study indicated that there is a link between the type of generalizations students
construct and the schemas they are forming. By using these schemas students recognize, extend, and generalize patterns and
quantitative relationships both verbally and symbolically.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
13.
Marjorie Montague 《Learning disabilities research & practice》2007,22(1):75-83
Abstract The purpose of this article is to provide an overview of research‐based interventions that incorporate self‐regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self‐regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self‐regulation and must be taught explicitly to monitor and control their cognitive activities as they engage in academic tasks such as mathematical problem solving. This article describes intervention studies that use self‐regulation strategies to improve mathematics performance of students with LD at the elementary, middle, and secondary school levels. Several techniques to facilitate effective implementation of self‐regulation instruction in the classroom are presented. 相似文献
14.
Compared with standard arithmetic word problems demanding only the direct use of number operations and computations, realistic problems are harder to solve because children need to incorporate “real‐world” knowledge into their solutions. Using the realistic word problem testing materials developed by Verschaffel, De Corte, and Lasure [Learning and Instruction, 4(4), 273–294, 1994], two studies were designed to investigate (a) Chinese elementary school children’s ability to solve realistic word problems and (b) the different effects of two instructional interventions (warning vs. process‐oriented) on their performance. The results indicated that, contrasting to the standard problem solving, the participating children demonstrated a strong tendency to exclude real‐word knowledge and realistic considerations from their solution processes when solving the realistic problems. Process‐oriented instruction, calling for a deep‐level processing, was more likely than warning instruction to promote the activation of realistic considerations, but it was not effective at helping children arrive at realistic or correct answers. Finally, the results and their implications for mathematical teaching are discussed. 相似文献
15.
When solving word problems, many children encounter difficulties in making sense of the information and integrate it into a meaningful schema. This is the fundamental phase on which subsequent problem solution depends. To better understand the processing underlying this fundamental phase, this study examined the roles of schema construction and knowledge of mathematical vocabularies in word problem solving. The participants were 139 Chinese third graders studying in Hong Kong. Path analysis showed that there were two kinds of pathways to word problem solving: language-related and number-related. In particular, reading fluency was related to word problem solving in two mediated language-related pathways: one via schema construction, the other via knowledge of mathematical vocabularies. In the number-related pathway, arithmetic concept was related to word problem solving via knowledge of mathematical vocabularies. These findings highlight the specific roles of schema construction and mathematical vocabulary in word problem solving, thereby providing useful implications of how best to support children in understanding and integrating the information from the problem. 相似文献
16.
Mike Cass Dennis Cates Michelle Smith Cynthia Jackson 《Learning disabilities research & practice》2003,18(2):112-120
Abstract. A multiple baseline design was employed to test the effect of manipulative instruction on the perimeter and area problem‐solving performance of middle and high school students who had been diagnosed with LD in the area of mathematics. Modeling, prompting/guided practice, and independent practice in conjunction with manipulative training were employed to teach both perimeter and area problem‐solving skills. Analysis of data revealed that the students rapidly acquired the problem‐solving‐skills, maintained these skills over a two‐month period, and transferred these skills to a paper and pencil problem‐solving format. This research extends previous findings by revealing that use of concrete manipulatives promotes the long‐term maintenance of skills. 相似文献
17.
18.
What are the implications of cognitive science for the design of instructional materials given its central concern with meaningful learning? This question was addressed during an attempt to improve the quality of learning in an introductory non-calculus college physics course where a major intellectual problem that many students face is the development of a coherent view of the information provided to them. The absence of a conceptual framework may contribute to the rapid loss of information often observed among many students shortly after their taking a test. Lack of a conceptual framework also may account for the frequent use of trial-and-error approaches to using formulae. This report cites the use of schema theory for the development of a generative schema or a set of schemas that could be used by students to integrate all of the physics content, and for the design of a means for representing and teaching the schema(s) in a set of instructional materials. 相似文献
19.
Lynn S. Fuchs Douglas Fuchs Carol L. Hamlett Amanda C. Appleton 《Learning disabilities research & practice》2002,17(2):90-106
The purpose of this study was to explore methods to enhance mathematical problem solving for students with mathematics disabilities (MD). A small‐group problem‐solving tutoring treatment incorporated explicit instruction on problem‐solution rules and on transfer. The transfer component was designed to increase awareness of the connections between novel and familiar problems by broadening the categories by which students group problems requiring the same solution methods and by prompting students to search novel problems for these broad categories. To create a stringent test of efficacy, we incorporated a computer‐assisted practice condition, which provided students with direct practice on real‐world problem‐solving tasks. We randomly assigned 40 students to problem‐solving tutoring, computer‐assisted practice, problem‐solving tutoring plus computer‐assisted practice, or control, and pre‐ and posttested students on three problem‐solving tasks. On story problems and transfer story problems, tutoring (with or without computer‐assisted practice) effected reliably stronger growth compared to control; effects on real‐world problem solving, although moderate to large, were not statistically significant. Computer‐assisted practice added little value beyond tutoring but, alone, yielded moderate effects on two measures. 相似文献
20.
Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem‐solving tasks as well as generalizing to different contexts; both requirements are particularly challenging for many students with learning disabilities. An in‐depth review of research was completed to (1) demonstrate how interventions targeting mathematical problem solving are categorized into heuristic, semantic, or authentic approaches; (2) explore the degree to which generalization is presented in each approach; and (3) determine the efficacy of each intervention approach. Experimental studies (n = 17) demonstrating the effects of interventions designed to enhance mathematical problem solving for secondary students with or at risk of learning disabilities were analyzed. Findings indicate that the efficacy of the three intervention approaches varies, and that the real‐world connections differ. Implications for research and practice are discussed. 相似文献