Cognitive Strategy Instruction for Mathematical Word Problem-solving of Students with Mathematics Disabilities in China

2015 ◽  
Vol 62 (6) ◽  
pp. 608-627 ◽  
Author(s):  
Nan Zhu
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Cognitive Strategy Instruction ◽  
Word Problem Solving ◽  
Mathematics Disabilities ◽  
Mathematical Word Problem

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.

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