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1.
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
2.
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
3.
Sarah R. Powell 《Learning disabilities research & practice》2011,26(2):94-108
Solving word problems is a difficult task for students at‐risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at‐risk for or with LD to become more proficient at word‐problem solving is using schemas. A schema is a framework for solving a problem. With a schema, students are taught to recognize problems as falling within word‐problem types and to apply a problem solution method that matches that problem type. This review highlights two schema approaches for second‐ and third‐grade students at‐risk for or with LD: schema‐based instruction and schema‐broadening instruction. A total of 12 schema studies were reviewed and synthesized. Both types of schema approaches enhanced the word‐problem skill of students at‐risk for or with LD. Based on the review, suggestions are provided for incorporating word‐problem instruction using schemas. 相似文献
4.
The present study explored the relationships between student engagement and mathematics achievement for 295,416 15‐year‐old students from 11,767 secondary schools in 34 countries who participated in the Program for International Student Assessment (PISA) 2012. Affective engagement was measured by students’ mathematics interest (InterestMath) and perceived usefulness of schooling (PerceptionSch), behavioral engagement by behaviors facilitating mathematics learning (BehaviorMath) and participation in mathematics learning activities (ActivitiesMath), and cognitive engagement by openness (Openness) and perseverance (Perseverance) in problem‐solving. Results showed that students who were more engaged had higher levels of academic achievement, with cognitive engagement having the strongest association with achievement. Results also showed that students who were highly engaged in two domains had higher achievement levels than peers who were engaged in only one domain in six pairwise comparisons (InterestMath‐BehaviorMath, InterestMath‐Openness, InterestMath‐Perseverance, PerceptionSch‐BehaviorMath, PerceptionSch‐Openness, PerceptionSch‐Perseverance). These results highlighted the importance of a whole‐school based approach in enhancing student achievement. 相似文献
5.
Delinda Van Garderen Marjorie Montague 《Learning disabilities research & practice》2003,18(4):246-254
The purpose of this study was to investigate students' use of visual imagery while solving mathematical problems. Students with learning disabilities (LD), average achievers, and gifted students in sixth grade (N= 66) participated in this study. Students were assessed on measures of mathematical problem solving and visual‐spatial representation. Visual‐spatial representations were coded as either primarily schematic representations that encode the spatial relations described in the problem or primarily pictorial representations that encode persons, places, or things described in the problem. Results indicated that gifted students used significantly more visual‐spatial representations than the other two groups. Students with LD used significantly more pictorial representations than their peers. Successful mathematical problem solving was positively correlated with use of schematic representations; conversely, it was negatively correlated with use of pictorial representations. 相似文献
6.
Juliet Baxter John Woodward Jill Voorhies Jennifer Wong 《Learning disabilities research & practice》2002,17(3):173-185
This article reports on the last of a series of iterative research studies involving students with learning disabilities in reform mathematics classrooms at the intermediate grade levels. This study reports the findings from a larger, year‐long case study that focused on ways to include students with learning disabilities and other students who are at risk for special education services in classwide discussions of problem solving. The data reported in this article detail the changes in teacher and student discourse over a nine‐week period in one classroom. Sources of data for this study included videotapes, audiotapes, and informal interviews with the teacher, a paraprofessional, and students. A quantitative analysis of the results indicates clear patterns of change in teacher and student discourse. Nonetheless, intentional efforts to include target students in the whole‐class discussions yielded instructional dilemmas that are underdescribed in the mathematics reform literature. Findings from this study have implications for special educators interested in mathematical problem solving, as well as math reformers who value the role of classroom discourse in daily instruction. 相似文献
7.
Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities 
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下载免费PDF全文 Rajiv Satsangi Rachel Hammer Anya S. Evmenova 《Learning disabilities research & practice》2018,33(2):99-111
Students with learning disabilities often struggle with the academic demands presented in secondary mathematics curricula. To combat these students’ struggles, researchers have studied various pedagogical practices and classroom technologies for teaching standards covered in subjects such as algebra and geometry. However, as the role of computer‐ and tablet‐based technologies in education grows, some areas of study, such as the use of virtual manipulatives, lack exploration. This study sought to assess the benefits of virtual manipulatives to teach secondary students with a learning disability in mathematics how to solve multistep algebraic equations. A multiple baseline design across three participants demonstrated a functional relation between the use of a virtual manipulative balance and teaching students to acquire, maintain, and generalize the skill of solving multistep algebraic equations. Results provide new evidence demonstrating virtual manipulatives as a beneficial age‐appropriate technology to teach higher order mathematical concepts to secondary students with a learning disability. 相似文献
8.
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
9.
Douglas Fuchs Devery Mock Paul L. Morgan Caresa L. Young 《Learning disabilities research & practice》2003,18(3):157-171
Longstanding concern about how learning disabilities (LD) are defined and identified, coupled with recent efforts in Washington, DC to eliminate IQ‐achievement discrepancy as an LD marker, have led to serious public discussion about alternative identification methods. The most popular of the alternatives is responsiveness‐to‐intervention (RTI), of which there are two basic versions: the “problem‐solving” model and the “standard‐protocol” approach. The authors describe both types, review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with LD. 相似文献
10.
Abstract Mathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the past two decades, researchers have identified and validated a number of instructional practices that help students with LD understand and use mathematics in meaningful ways. The purpose of this article is to discuss instructional guidelines and evidence‐based practices for building conceptual, procedural, and declarative knowledge within a comprehensive mathematics curriculum. The importance of balancing these three knowledge areas across mathematics content areas is noted. 相似文献
11.
试析影响学生数学建模数学化过程的若干因素 总被引：1，自引：0，他引：1
袁红 《上海师范大学学报(哲学社会科学版)》2009,(1):113-119
为适应新一轮数学课程改革中加强应用性和创新性,重视联系学生生活实际和社会实践要求,开展数学建模教学成为当今数学教育改革的热点之一。如何有效实施数学建模教学是许多数学教师感到困惑的一大难题。而研究学生数学建模过程中所面临的困难及产生原因是教师有效实施数学建模教学的前提与关键。文章拟从初中数学课堂中实施数学建模教学的一则案例出发,初步研究发现学生在数学建模的数学化过程中,学生自身的数学阅读能力、简化实际问题能力、数学语言能力和元认知能力影响着学生的数学建模活动。从而对教师在日常数学课堂中有效开展数学建模教学活动具有积极意义。 相似文献
12.
Jonathan P. Pinder 《Decision Sciences Journal of Innovative Education》2013,11(3):221-232
Recent developments in agent‐based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent‐based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent‐based modeling by solving a knapsack optimization problem. For the activity, students act as naïve agents by using dice to randomly selecting items for a finite capacity knapsack to maximize the value of the knapsack. Students then design a greedy heuristic to skew the probability of selection item. These pencil‐and‐paper models are then implemented in a spreadsheet model to demonstrate the effects of altering the agents’ behavior. Finally, a binary integer programming model is examined to contrast agent‐based modeling with traditional mathematical programming formulations. This exercise is innovative because it combines student engagement via active learning with an innovative, individual‐based, modeling methodology. 相似文献
13.
赵海祥 《佳木斯教育学院学报》2012,(1):192-193
《初中数学课程标准(2011版)》指出,数学课程能使学生掌握必备的基础知识和基本技能,培养学生的抽象思维和推理能力,培养学生的创新意识和实践能力数学的发散性思维能力是"问题解决"的基础,是培养数学推理能力和创新意识前提要求。数学发散性思维作为用学科自身的品质陶冶人、启迪人、充实人。"问题解决"是人的高级数学思维。高级思维的学习,可以使学生充分享受思维的快乐,可以让思维自由飞翔。本文就初中数学发散思维的培养谈几点体会,通过创设问题情景、设置开放性试题、发挥学科优势等教学策略,着力培养初中学生的数学发散性思维能力,实现有效教学。 相似文献
14.
This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall. 相似文献
15.
A Systematic Review of Function‐Based Interventions for Students with Learning Disabilities 下载免费PDF全文
下载免费PDF全文 John William McKenna Andrea Flower Min Kyung Kim Stephen Ciullo Christa Haring 《Learning disabilities research & practice》2015,30(1):15-28
Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are prevalent in the extant research, but behavioral needs appear to receive less attention. The authors report the results of a systematic review investigating the evidence‐base for function‐based interventions for students with LD using the What Works Clearinghouse (WWC) criteria for evaluating single‐case studies. Fourteen studies with 17 participants met inclusion criteria, with the majority occurring in elementary settings. Although interventions tended to be effective, few included maintenance and generalization measures. Because of the small number of studies (n = 4) that met WWC design and effectiveness standards, the authors conclude that function‐based interventions, although promising, cannot currently be considered an evidence‐based practice for students with LD. Implications for practice, areas for future research, and study limitations are reported. 相似文献
16.
Irene Bloom 《Journal of Mathematics Teacher Education》2007,10(4-6):399-403
This paper describes the implementation of extended analysis tasks (EATs) in a required mathematics course for prospective high school mathematics teachers, and investigates the mathematical discovery promoted through engagement with these tasks. Extended analysis tasks are designed to move students beyond the problem context to the underlying mathematical structure of the problem. The results of this study revealed that with careful implementation, these tasks were effective for generating powerful mathematical thinking in preservice mathematics teachers, improving their problem solving, and generally enhancing the habits-of-mind exhibited by successful mathematicians (Carlson & Bloom, 2005). 相似文献
17.
Deborah Thurlow Long 《Teachers and Teaching》2013,19(3):275-290
An integrated mathematics and science methods course was designed to focus on the knowledge, skills, and beliefs of teacher candidates. Teacher candidates were involved in experiences that would prompt them to consider the influence of their experiences on their beliefs, the influence of their beliefs on their instructional decisions and the impact of those decisions on their effectiveness as teachers. Three teacher candidates who exhibited high levels of reflection and who made significant changes in the ways that they thought about mathematics and the teaching/learning process were chosen for study. Two themes related to this cognitive change emerged: a more complex, sophisticated understanding of the nature of mathematics; and an increased focus on children's thinking to guide instruction. Three program components having a major impact on these students' reconceptualization were reflection on past experiences, engagement in mathematical problem‐solving and opportunities to act on new beliefs. 相似文献
18.
19.
Ayo Harriet Akatugba 《International Journal of Science Education》2013,35(11):1473-1493
This study examines students’ use of proportional reasoning in high school physics problem‐solving in a West African school setting. An in‐depth, constructivist, and interpretive case study was carried out with six physics students from a co‐educational senior secondary school in Nigeria over a period of five months. The study aimed to elicit students’ meanings, claims, concerns, constructions, and interpretations of their difficulty with proportional reasoning as they worked on a series of 18 high school physics tasks. Multiple qualitative research techniques were employed to generate, analyse, and interpret data. Results indicated that several socio‐cultural, psychosocial, cognitive, and mathematical issues were associated with students’ use of proportional reasoning in physics. Students’ capacity to reason proportionally was not only linked to their difficulty with the concept, structure, and strategies of proportional reasoning as a learning and problem‐solving skill, but was also embedded in the social, cultural, cognitive, and contextual elements involved in the learning of physics. The study concludes with a discussion of the implications for teaching high school physics. 相似文献
20.
Problem-solving is regarded as a major component of mathematical performance, and well-designed problem-solving-based learning environments have the potential to assist students in developing a meaningful understanding of mathematical concepts and procedures. In this respect, given its various features, dynamic mathematics software has been regarded by mathematics educators as a promising tool for designing such environments. This study presents an example of the use of technology to create a dynamic learning environment through a discussion of the pedagogical value of a problem selected for an activity, followed by the implementation sequence of the problem-solving activity in the classroom. The students’ experiences during the implementation of the activity are also discussed; and finally, an additional version of the problem is recommended for use in the classroom. 相似文献