Effects of cuing on middle-school students' performance on arithmetic word problems containing extraneous information.

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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DEAF MIDDLE SCHOOL STUDENTS’ COMPREHENSION OF RELATIONAL LANGUAGE IN ARITHMETIC COMPARE PROBLEMS

Journal Human Research in Rehabilitation ◽

10.21554/hrr.041901 ◽

2019 ◽

Vol 9 (1) ◽

pp. 4-23

Author(s):

ChongMin Lee ◽

◽

Peter V. Paul ◽

Keyword(s):

Middle School ◽

Middle School Students ◽

Word Problems ◽

Arithmetic Operation ◽

Future Research ◽

School Students ◽

Deaf Students ◽

Relational Term ◽

Reversal Error ◽

Effect Hypothesis

This study examined the performance of deaf and hard of hearing middle school students on arithmetic compare word problems with relational statements. Thirteen prelingual, severe-to-profound deaf students were selected to participate. The results showed that the students were more likely to misunderstand a relational statement and make a reversal error when the required arithmetic operation was inconsistent with the statement’s relational term (e.g., choosing the operation of addition when the relational term was less than). There were no statistical differences in the number of reversal errors and on lexical markedness (i.e., marked vs. unmarked items). Finally, fraction-of-a-number relational terms exerted more influence on students’ abilities to solve word problems than did the lexical markedness. Findings are interpreted in light of the consistency effect hypothesis. Directions for future research and implications for instruction are also provided.

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Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder

Remedial and Special Education ◽

10.1177/0741932518792660 ◽

2018 ◽

Vol 41 (3) ◽

pp. 139-151 ◽

Cited By ~ 1

Author(s):

Sarah K. Cox ◽

Jenny R. Root

Keyword(s):

Middle School ◽

Autism Spectrum Disorder ◽

Problem Solving ◽

Middle School Students ◽

Word Problems ◽

Autism Spectrum ◽

Spectrum Disorder ◽

School Students ◽

Students With Autism ◽

Based Instruction

The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students’ ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.

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