Do children with mathematics learning disability in Hong Kong perceive word problems differently?

2020 ◽  
Vol 68 ◽  
pp. 101352
Author(s):  
Eason Sai-Kit Yip ◽  
Terry Tin-Yau Wong ◽  
Sing-Hang Cheung ◽  
Kelvin King-Wun Chan
Keyword(s):  
Hong Kong ◽  
Learning Disability ◽  
Word Problems ◽  
Mathematics Learning

scholarly journals Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

2021 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tenzin Doleck
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematical Knowledge For Teaching ◽  
Important Indicator ◽  
Strategic Competence ◽  
The Usa ◽  
Valid Solution

AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.

Commentary on “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karl Nunkoosing
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Learning Disability ◽  
Design Methodology ◽  
Social Role ◽  
Content Type ◽  
Face To Face ◽  
Seminal Work

Purpose The purpose of this paper is to provide a commentary on Alex Cockain’s article “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”. Design/methodology/approach The commentary considers the issues raised in Cockain’s article primarily from a focus on Goffman’s concept of “stigma”. Cognitive, emotional and behavioural components of stigma are examined and its wider relevance considered. Findings There has been less research on the stigma of learning disability than on that of mental health, despite a very early study of learning disability (Edgerton, 1967) using the concept only four years after the publication of Goffman’s (1963) seminal work. A number of points of relevance of stigma are identified including to social role valorisation, visible and invisible stigmas, the concept of “passing”, microaggression, disablism and labelling. Originality/value The commentary illustrates the relevance of the concept of stigma to other aspects of learning disability and disability scholarship.

Studying the Impact of Video Modeling for Algebra Instruction for Students With Learning Disabilities

2020 ◽  
pp. 002246692093746
Author(s):  
Rajiv Satsangi ◽  
Rachel H. Billman ◽  
Alexandra R. Raines ◽  
Anna M. Macedonia
Keyword(s):  
Learning Disability ◽  
Student Performance ◽  
Secondary Students ◽  
Video Modeling ◽  
Mathematics Learning ◽  
Severe Disabilities ◽  
Appropriate Technology ◽  
Probe Design ◽  
Single Subject ◽  
The Impact

Video modeling possesses an established research base for teaching students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age appropriate technology to support student learning. To explore the use of this strategy in Algebra, this study assessed video modeling paired with a system of prompting to teach three secondary students with a mathematics learning disability how to graph linear equations. Using a single subject multiple probe design, student performance across multiple measures including problem-solving accuracy and independence improved for all three students during treatment phases. These results and their implications for the broader field of mathematics education are discussed.

Using Video Modeling to Teach Geometry Word Problems: A Strategy for Students With Learning Disabilities

2019 ◽  
Vol 41 (5) ◽  
pp. 309-320
Author(s):  
Rajiv Satsangi ◽  
Rachel Hammer ◽  
Emily C. Bouck
Keyword(s):  
Learning Disability ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Video Modeling ◽  
Word Problems ◽  
Procedural Knowledge ◽  
Severe Disabilities ◽  
Single Subject ◽  
Baseline Design ◽  
K 12

As K-12 mathematics standards shift toward emphasizing both conceptual and procedural knowledge in secondary courses such as algebra and geometry, the struggles for students with disabilities become more pronounced. To address these challenges, research has commonly explored the use of technology to aid in the teaching of students with disabilities. One such technology with a growing research base for instruction in the field of special education is the use of video modeling. Despite documented success for students with moderate to severe disabilities, the application of video modeling for instruction with students with a learning disability is largely unknown. This study sought to explore the benefits of video modeling to teach geometry word problems to three secondary students with a learning disability in mathematics. Across a single subject multiple baseline design, all three students demonstrated improved problem-solving performance across all dependent variables measured. The results and their implications for the field of mathematics are discussed.

scholarly journals Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Michèle M. M. Mazzocco ◽  
Laurie B. Hanich ◽  
Maia M. Noeder
Keyword(s):  
Early Childhood ◽  
Mathematics Achievement ◽  
Learning Disability ◽  
Math Achievement ◽  
Mathematics Learning ◽  
School Age ◽  
Math Ability ◽  
Achievement Outcomes ◽  
Grade 3 ◽  
Primary School Age

To longitudinally explore children's developing beliefs towards mathematics, we asked 207 children to define “math” and “reading” at grades 2 and 3 and coded for spontaneous references to likability or difficulty of math (or reading) in their definitions. We found that children attributed more difficulty to math than to reading despite their relatively neutral comments on the likability of either subject. Children described math and reading with comparable degrees of specificity, but girls' definitions were more specific than boys'. Relative to their peers, children with mathematics learning disability (MLD) provided less specific definitions overall, were more likely to describe math as more difficult than reading, and were more likely to show a decrease in likability ratings of math (but not reading) from grades 2 to 3. Grade 2 ratings predicted math ability at grade 3, more so than predictors from grade 3. These findings, although based on informal analyses not intended to substitute for validated assessments of disposition, support the notions that distinct aspects of dispositions towards math emerge in early childhood, are revealed through casual discourse, and are predictive of later math achievement outcomes. This further supports current interests in developing formal measures of academic disposition in early childhood.

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