Promoting Access to Common Core Mathematics for Students with Severe Disabilities Through Mathematical Problem Solving

2017 ◽  
Vol 42 (3) ◽  
pp. 171-186 ◽  
Author(s):  
Fred Spooner ◽  
Alicia Saunders ◽  
Jenny Root ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Students With Disabilities ◽  
Conceptual Model ◽  
Common Core ◽  
Mathematical Problem ◽  
Mathematical Practice ◽  
Severe Disabilities ◽  
Thinking Skills ◽  
Mathematical Problem Solving ◽  
Students With Severe Disabilities

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a conceptual model for teaching mathematical problem solving to students with severe disabilities based on research from a multiyear project. The model proposed incorporates schema-based instruction combined with evidence-based practices for teaching academics to this population, and includes technology supports and self-monitoring. The purpose is to teach students to recognize underlying problem structures in word problems for better generalizability to real-world situations. This article outlines the existing evidence for teaching problem solving to students with disabilities, the conceptual model for teaching mathematical problem solving to students with severe disabilities, and the implications of the model for practitioners and future researchers.

scholarly journals Peningkatan Kemampuan Pemecahan Masalah dan Berpikir Kritis Matematis Siswa melalui Pendekatan Metakognitif

2018 ◽  
Vol 5 (2) ◽  
pp. 53-64 ◽  
Author(s):  
Ainuna Fasha ◽  
Rahmah Johar ◽  
M. Ikhsan
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Design Research ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Learning Approaches ◽  
Control Group Design ◽  
Problem Solving Skills

Mathematical problem solving and critical thinking is two skills that need to be improved through learning mathematics. Metacognitive approach is one approach to improve them. This study aims to examine differences in the improvement of problem solving skills and mathematical critical thinking between students who get learning with a metacognitive approach and students who get conventional learning. This research is an experimental study with a pre-test post-test control group design research design. The population was all students of class XI of SMAN 3 Banda Aceh by taking samples of two classes, namely the experimental class and the control class through purposive sampling technique. Data collection was carried out using problem solving ability tests and mathematical critical thinking tests. Data analysis used t-test and analysis of variance. The results show that overall the improvement of students' mathematical problem solving and critical thinking skills that are learning with a metacognitive approach are better than students who obtain conventional learning, and there is an interaction between learning approaches and student ratings on mathematical problem-solving abilities

scholarly journals Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review

2017 ◽  
Author(s):  
Rachel Lambert ◽  
Paulo Tan
Keyword(s):  
Problem Solving ◽  
Students With Disabilities ◽  
Educational Research ◽  
Mathematical Problem ◽  
Limited Range ◽  
Mathematical Problem Solving ◽  
Theoretical Orientations ◽  
Sociocultural Perspectives ◽  
Theoretical Perspectives ◽  
Close Analysis

Students with disabilities are often framed as “the problem” and have limited opportunities to engage in standards based mathematics, leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing theoretical perspectives, while for those without disabilities, problem solving was understood primarily through constructivist and sociocultural perspectives. While 86% of research on problem-solving including students with disabilities was quantitative, only 35% of research on students without disabilities was quantitative. Fifty percent of problem-solving research on students without disabilities was qualitative, compared to only 6% of research on students with disabilities. Problem solving, then, is studied in very different ways for learners with and without disabilities. Students without disabilities are studied through close analysis of learning, often individual. Students with disabilities are most often studied quantitatively, in groups, with little analysis of individual thinking. By offering only a limited range of methods and theoretical orientations, this research divide reifies deficit constructions of students with disabilities.

scholarly journals “The Wall Now Between Us”: Teaching Math to Students with Disabilities During the COVID Spring of 2020

2021 ◽  
Author(s):  
Rachel Lambert ◽  
Rachel Schuck
Keyword(s):  
Problem Solving ◽  
Students With Disabilities ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Teaching Standards ◽  
Dimensions Of Learning ◽  
Mathematical Problems ◽  
Regulation Strategies

AbstractThis paper presents a case study of the experiences of a special educator named Ms. Montes (pseudonym) teaching standards-based mathematics during Emergency Remote Teaching (ERT) during spring 2020. Ms. Montes was interviewed twice during this period; data were analyzed through inductive thematic analysis. Pre-COVID, Ms. Montes provided her students daily opportunities to tackle challenging mathematical problems and taught self-regulation strategies for students to better understand themselves as learners. After the shift to ERT, Ms. Montes described “the wall between us” as various barriers that made teaching mathematics online far more challenging. Challenges included supporting students with productive struggle when not physically present with them and supporting student self-regulation during mathematical problem-solving. Supporting students with disabilities to learn mathematics during ERT and distance learning will require considering emotional and affective dimensions of learning. Coaching students and families in self-regulation strategies could support student engagement in mathematical problem-solving in online learning.

scholarly journals PENGEMBANGAN RUBRIK BERPIKIR KREATIF SISWA MENENGAH ATAS DALAM MENYELESAIKAN MASALAH MATEMATIKA

2018 ◽  
Vol 7 (1) ◽  
pp. 33-38
Author(s):  
Silvia Fitriani ◽  
Ayu Yarmayani
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Senior High School ◽  
Development Model ◽  
Mathematical Problem Solving ◽  
High School Math

AbstrakTujuan penelitian ini adalah untuk mengetahui karakteristik produk pengembangan rubrik keterampilan berpikir kreatif siswa dalam pemecahan masalah matematika pada materi program linier dan mengetahui Kelayakan rubrik ketrampilan berfikir kreatif siswa dalam pemecahan masalah matematika, melalui penilaian guru matematika SMA sebagai pengguna dan pertimbangan validasi (ahli). Jenis penelitian yang digunakan dalam penelitian ini adalah  penelitian pengembangan dan model pengembangan yang digunakan yaitu 4D, model pengembangan ini terdiri dari 4 tahap sesuai dengan namanya, yaitu define (pendefinisian), design (perancangan), develop (pengembangan), dan disseminate (penyebaran). Karena keterbatasan waktu maka penelitian hanya dilakukan sampai pada tahap develop (pengembangan). Berdasarkan penilaian dari validator dan guru, instrumen yang dikembangkan sudah layak dan dapat diterapkan  untuk siswa kelas XI IPA. AbstractThe purpose of this research was to knew the characteristics of the product development of creative thinking skills rubric students in mathematical problem solving in the subject matter of program linier in the Senior High School City of Jambi and knew the eligibility section of creative thinking skills of students in mathematical problem solving, through consideration of assessment junior high school math teacher as a user and validation (expert). This type of research used in this study is the development of research and development model used is 4D, this development model consists of four stages in accordance with its name, define (definition), design (design), develop (development), and disseminate (spread). because of limited time the research only done until development step. Based on the assesment from the validator and the teacher, the instrument which development had been and can to be apply for students on Senior high school of eight grade in the class.

scholarly journals Generative Learning Model in Mathematics: A Solution to Improve Problem Solving and Creative Thinking Skill

2020 ◽  
Vol 3 (3) ◽  
pp. 254-261
Author(s):  
Kusairi Kusairi ◽  
Syaiful Syaiful ◽  
Haryanto Haryanto
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Generative Learning ◽  
Fifth Grade Students

The purpose of this study is to determine the effect of Generative learning model on mathematical problem-solving and mathematical creative thinking skills. The method used in this research is Quasi-Experiment method with post-test only design. The sample in this study was 75 fifth grade students at SDIT Al-Azhar Jambi taken by random sampling technique. Data collection techniques using essay tests of mathematical problem-solving and mathematical creative thinking skills. Data analysis was done by normality test, homogeneity and hypothesis testing using one-way ANOVA by SPSS software 25.0. The results of data analysis show that there is an effect of Generative learning model on mathematical problem solving and mathematical creative thinking skills, and the application of Generative learning model with student worksheet are better than just Generative learning model or conventional learning model.

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