The Effects of Schema-Based Instruction on the Mathematical Word-Problem-Solving Performance of Students with Learning Disabilities

1996 ◽  
Vol 29 (4) ◽  
pp. 422-431 ◽  
Author(s):  
Asha K. Jitendra ◽  
Kathryn Hoff
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Based Instruction ◽  
Mathematical Word Problem

Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities

2019 ◽  
Vol 43 (2) ◽  
pp. 75-87 ◽  
Author(s):  
Sara Cothren Cook ◽  
Lauren W. Collins ◽  
Lisa L. Morin ◽  
Paul J. Riccomini
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Single Case ◽  
Evidence Base ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Based Instruction ◽  
K 12

The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K–12. Using the Council for Exceptional Children’s quality indicators (QIs) and standards, we reviewed both single-case and group design studies to classify the evidence of SBI. Results of this review indicate that SBI is a potentially evidence-based practice (EBP) for students with learning disabilities. Implications and directions for research and practice are presented.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

2021 ◽  
pp. 105345122110475
Author(s):  
Bradley Witzel ◽  
Jonté A. Myers ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Mathematics Performance ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Model Based ◽  
Students With Ld

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

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

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.

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.

Teaching Middle School Students with Learning Disabilities to Solve Word Problems Using a Schema-Based Approach

1999 ◽  
Vol 20 (1) ◽  
pp. 50-64 ◽  
Author(s):  
Asha K. Jitendra ◽  
Kathryn Hoff ◽  
Michelle M. Beck
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Multiple Baseline ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Word Problem Solving ◽  
Baseline Design

The present study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of 4 sixth- and seventh-grade students (2 girls, 2 boys) with learning disabilities. A multiple-baseline design across students and across two behaviors was used. Results indicated that the schema strategy led to an increase in word-problem-solving performance for all 4 students. Further, these results were maintained at a 2 and 4 weeks follow-up, and all 4 students' performance on two-step word problems (M = 86% correct) at the end of the study surpassed that of the normative sample (M = 54% correct). Student treatment acceptability ratings revealed that the strategy was helpful in solving word problems.

Effects of Explicit Instruction on Math Word-Problem Solving by Community College Students with Learning Disabilities

1993 ◽  
Vol 16 (1) ◽  
pp. 64-79 ◽  
Author(s):  
Theda Ruth Wiles Zawaiza ◽  
Michael M. Gerber
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Training Group ◽  
Attention Control ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Diagram Group ◽  
Types Of Instruction

This study examined effects of two types of instruction on the word-problem solving performance of postsecondary students with learning disabilities. We used an analysis of error patterns to determine the effects of explicit instructions when word-problem language did not directly correspond (i.e., was inconsistent) with required arithmetic operations. Thirty-eight students randomly participated in either a translation training group, a diagram training group, or an attention-control group. Analyses of variance revealed that the diagram group outperformed both the attention-control and the translation group. We interpret these findings as showing the importance of procedural as well as declarative forms of math word-problem solving knowledge.

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