Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

The purpose of this article is to discuss student perception of mathematical problem solving. Findings from five studies measuring attitude toward mathematics, perception of performance, perception of the importance of mathematical problem solving, and perception of problem difficulty are presented and discussed. Additionally, the interaction of affect and cognition and the implications of this interaction for assessing and teaching mathematical problem solving to students with learning disabilities are discussed.

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

Intervention in School and Clinic ◽

10.1177/1053451218782422 ◽

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.

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The Development Of Mathematics Handout Based On Local Wisdom Nuanced For Secondary Students

Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) ◽

10.26740/jrpipm.v2n2.p93-102 ◽

2019 ◽

Vol 2 (2) ◽

pp. 93

Author(s):

Hani Rizkia Putri ◽

Rooselyna Ekawati

Keyword(s):

Problem Solving ◽

Secondary Students ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Test Evaluation ◽

Arithmetic Problem ◽

Problem Solving Skills ◽

Maximum Score ◽

Future Studies ◽

The Social

This study aims to develop a mathematics handout based on local wisdom nuanced to increase the mathematical problem-solving skill of the Secondary students. This research is motivated by the student’s ability to solve the social arithmetic problem. This study used four phases of developmental research such as Investigation, Design, Realization, and Test, Evaluation, and Revision. The characteristics of local wisdom were acquired within the design or context in the mathematics handout to develop secondary students problem-solving skills. The results show that the students do the stages of problem-solving by Polya, get the maximum score and show students’ positive responses in the questionnaire given. Therefore, it met the proper handout criteria such as valid, practice, and effective. In the future studies, we encouraged to develop learning materials which have a guide to do phases of problem-solving and apply the way to solve some problems in mathematics.

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