Effects of computer-based graphic organizers to solve one-step word problems for middle school students with mild intellectual disability: A preliminary study

Computers are rapidly becoming accessible to everyone. The costs of purchase have continued to decrease, with the recent mini processors and microprocessors representing pricing breakthroughs, and inexpensive microcomputers being promoted as persona l, home computers. Though much of their suggested usages to date relate to family leisure or home management, some vendors offer packages for computer-based games and drills involving mathematical ideas. Instructional programs will become increasingly available as the marketplace develops. Today's middle school students are growing up in a computerized society. Students probably feel more comfortable (often excited and curious) with the prospects of “everyman” routinely using computers than do many adults, who still view computers as complex and futuristic.

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A Modeling Approach for Enhancing Problem Solving in the Middle Grades

Mathematics Teaching in the Middle School ◽

10.5951/mtms.8.9.0470 ◽

2003 ◽

Vol 8 (9) ◽

pp. 470-475

Author(s):

Beverly J. Ferrucci ◽

Ban-Har Yeap ◽

Jack A. Carter

Keyword(s):

Middle School ◽

Problem Solving ◽

Middle School Students ◽

Word Problems ◽

Middle Grades ◽

School Students ◽

Problem Solving Skills ◽

Modeling Approach ◽

Standards Documents

Modeling is a flexible, powerful, and engaging tool for middle school students to use to enhance their problem-solving skills. In this article, we describe one teacher's first efforts to develop her students' modeling expertise in a variety of arithmetic word problems. This modeling approach emanates, in part, from our observations of Singapore schools and curricula during the year 2001. We initially describe some of the basis for modeling that is grounded in current research and standards documents.

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Middle School Students' Mathematical Problem Solving: An Analysis of Think-Aloud Protocols

Learning Disability Quarterly ◽

10.2307/1511157 ◽

1993 ◽

Vol 16 (1) ◽

pp. 19-32 ◽

Cited By ~ 50

Author(s):

Marjorie Montague ◽

Brooks Applegate

Keyword(s):

Middle School ◽

Problem Solving ◽

Middle School Students ◽

Word Problems ◽

Mathematical Problem ◽

A Priori ◽

Mathematical Problem Solving ◽

School Students ◽

Thinking Aloud ◽

Processing Theory

Using a cognitive-metacognitive theoretical framework, this study examined the verbalizations of middle school students as they thought aloud while solving three mathematical word problems. Middle school subjects who had been identified as learning disabled, average achieving, and gifted were given demonstrations and practice in thinking aloud and were then instructed to solve one-step, two-step, and three-step word problems while thinking aloud. A priori categories were developed based on information-processing theory and a cognitive-metacognitive perspective of mathematical problem solving. Verbalizations were coded, and between-group and grade comparisons of the number of verbalizations within categories were conducted. The relationship between type of verbalization and overall performance was also analyzed. The findings support Ericcson and Simon's (1980) view of concurrent verbalization as a technique for assessing cognitive processes and Swanson's (1988) notion that students with learning disabilities may use a qualitatively different approach to problem solving than their nondisabled peers.

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