Teaching Problem Posing to Students With Learning Disabilities

2021 ◽  
pp. 073194872199311
Author(s):  
Xuan Yang ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Mathematics Instruction ◽  
Mathematics Classroom ◽  
Problem Posing ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Problem Solving Skills ◽  
Research And Teaching ◽  
Teaching Problem

During the past 20 years, numerous studies examining the use of problem posing in mathematics instruction have documented positive outcomes in terms of students’ problem-solving skills, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LDs). This study describes a problem-posing intervention that draws on existing Conceptual Model–based Problem-Solving program (COMPS, Xin) into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured posing situations. The study used a multiple baseline across participants design and found the intervention was effective to improve students’ problem solving and posing skills. It provided implications for future research and teaching regarding the use of problem posing intervention in mathematics classroom for students with LDs.

Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities

2018 ◽  
Vol 54 (4) ◽  
pp. 212-218
Author(s):  
Gloria A. Carcoba Falomir
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Word Problem ◽  
Conceptual Knowledge ◽  
The United States ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Problem Solving Skills

Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students With Learning Disabilities

2017 ◽  
Vol 38 (3) ◽  
pp. 181-192 ◽  
Author(s):  
Emily Sharp ◽  
Minyi Shih Dennis
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Strategy Instruction ◽  
Future Research ◽  
Cognitive Strategy Instruction ◽  
Students With Learning Disabilities ◽  
Intervention Package ◽  
Word Problem Solving ◽  
Drawing Strategy

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem–solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction in drawing bar diagrams to represent problem components. Results suggest the intervention package was effective for improving the fraction word problem solving of students with learning disabilities and that effects were maintained 2 and 4 weeks after intervention. Implications of these findings and indications for future research are discussed.

Activities: Teaching Problem-Solving Skills

1984 ◽  
Vol 77 (9) ◽  
pp. 694-699
Author(s):  
Oscar F. Schaaf
Keyword(s):  
Problem Solving ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Problem Solving Skills ◽  
Stress Problem ◽  
Teaching Problem

The recommendations for school mathematics contained in the Agenda for Action stress problem solving as the focus of mathematics instruction.

Math Pairs—Parents as Partners

1992 ◽  
Vol 40 (1) ◽  
pp. 10-12
Author(s):  
Susan R. O'Connell
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Critical Role ◽  
Primary Concern ◽  
Problem Solving Skills ◽  
Evaluation Standards ◽  
College Park ◽  
Teaching Problem ◽  
Problem Solvers

The need for students to be effective problem solvers is a primary concern of today's mathematics educators. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) views problem solving as “a process that should permeate the entire program and provide the context in which concepts and skills can be learned”(p.23). The recognition of the critical role of problem solving in today's mathematics classroom challenges teachers to develop creative and effective ways to bolster students' problem-solving skills. At Hollywood Elementary School in College Park, Maryland, a program titled” Math Pairs—Parents as Partners” was developed in an attempt to tap available resources to meet the challlenge of teaching problem solving in mathematic.

The Effect of Eliciting Repair of Mathematics Explanations of Students With Learning Disabilities

2016 ◽  
Vol 40 (3) ◽  
pp. 132-145 ◽  
Author(s):  
Jia Liu ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Intervention Program ◽  
Mathematics Classroom ◽  
Mathematical Reasoning ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Conversational Repair ◽  
Students With Ld

Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of linguistics, this study designed an intervention program to facilitate mathematical reasoning of students with LD. Conversational repair, an ability to repair communicative breakdowns or inaccuracies, was designed in an implicit–explicit continuum to elicit self-explanation from students with LD in the context of mathematics word problem solving. Using a multiple-baseline across participants design, the study found that the intervention was effective for improving students’ mathematical reasoning and problem-solving ability measured by their self-explanation and word problem–solving performance. It provided implications for future studies concerning the use of conversational repair in mathematics classroom discourse for individuals with LD.

Integrated Learning: Explicit Strategies and Their Role in Problem-Solving Instruction for Students with Learning Disabilities

1993 ◽  
Vol 59 (5) ◽  
pp. 444-455 ◽  
Author(s):  
Maurice Hollingsworth ◽  
John Woodward
Keyword(s):  
Computer Simulation ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Comparison Group ◽  
Strategy Group ◽  
Integrated Learning ◽  
Students With Learning Disabilities ◽  
Simulation Games ◽  
Experimental Group

This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.

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