Effects of a Problem-Solving Strategy on the Introductory Algebra Performance of Secondary Students With Learning Disabilities

2000 ◽  
Vol 15 (1) ◽  
pp. 10-21 ◽  
Author(s):  
Paula Maccini ◽  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Students With Learning Disabilities ◽  
Problem Solving Strategy ◽  
Solving Strategy

A Self-Regulated Learner Framework for Students With Learning Disabilities and Math Anxiety

2020 ◽  
Vol 56 (3) ◽  
pp. 163-171
Author(s):  
Evelyn S. Johnson ◽  
Anne B. Clohessy ◽  
Pragnyaa Chakravarthy
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Math Anxiety ◽  
Students With Learning Disabilities ◽  
Math Learning ◽  
Math Intervention ◽  
Self Regulated Learning ◽  
Attentional Resources ◽  
Problem Solving Strategy ◽  
Solving Strategy

Students with math learning disabilities have been shown to experience math anxiety at rates nearly double those of their typical peers. Anxiety about math is thought to disrupt learning by co-opting attentional resources that could be used in problem-solving and may be caused by the way in which students interpret their math-related experiences. This article describes a math intervention designed through a framework of self-regulated learning that defines self-regulated learners as students who are connected, self-aware, self-determined, strategic, and resilient. Specifically described is an intervention that helps students regulate anxiety, initiate a problem-solving strategy, and advocate as needed to use approaches they find effective.

Integrated Learning: Explicit Strategies and Their Role in Problem-Solving Instruction for Students with Learning Disabilities

1993 ◽  
Vol 59 (5) ◽  
pp. 444-455 ◽  
Author(s):  
Maurice Hollingsworth ◽  
John Woodward
Keyword(s):  
Computer Simulation ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Comparison Group ◽  
Strategy Group ◽  
Integrated Learning ◽  
Students With Learning Disabilities ◽  
Simulation Games ◽  
Experimental Group

This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.

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.

Self-Regulated Strategy Development to Teach Mathematics Problem Solving

2019 ◽  
Vol 55 (3) ◽  
pp. 154-161
Author(s):  
Michelle Popham ◽  
Simone Adams ◽  
Janie Hodge
Keyword(s):  
Problem Solving ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Strategy Development ◽  
Mathematics Problem Solving ◽  
Problem Solving Strategies ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
Specific Learning ◽  
Mathematics Problem

Many secondary students with specific learning disabilities (SLD) struggle with mathematics problem solving. When students with SLD are taught to use effective problem-solving strategies, their ability to solve mathematics word problems improves. The purpose of this article is to provide a guide for secondary teachers to implement self-regulated strategy development (SRSD) to teach mathematics problem-solving strategies to secondary students with SLD. The specific problem-solving strategy described in this article is SOLVE, which stands for Study the problem, Organize the facts, Line up a plan, Verify your plan with action, and Evaluate your results. Both SRSD and SOLVE are described, and an example of one teacher’s application of SRSD is shared. When taught concurrently, SRSD and SOLVE can be useful tools to help students with disabilities overcome the challenges of problem-solving in mathematics.

Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Atma Murni ◽  
Rini Dian Anggraini ◽  
Sakur
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Design ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Structural Approach ◽  
Comparison Research ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru.   The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of  data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS)  to mathematics learning outcome  of  VIII class students of SMP Negeri 14 Pekanbaru

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

Student Perception, Mathematical Problem Solving, and Learning Disabilities

1997 ◽  
Vol 18 (1) ◽  
pp. 46-53 ◽  
Author(s):  
Marjorie Montague
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Student Perception ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Difficulty ◽  
Students With Learning Disabilities ◽  
Affect And Cognition ◽  
Perception Of Performance

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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