Effects of Resilience Enhancement Programs using Social Problem Solving Strategy on Resilience and Social Skills of the Upper Grade Elementary School Students with Learning Disabilities

2017 ◽  
Vol 52 (1) ◽  
pp. 99-119
Author(s):  
Eun-Joo Lim ◽  
◽  
Seung-Sook Choi ◽  
Keyword(s):  
Learning Disabilities ◽  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Social Problem ◽  
Social Problem Solving ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Problem Solving Strategy ◽  
Solving Strategy

Social Problem Solving Test for Elementary School Students

2021 ◽  
Author(s):  
Cong Khanh Nguyen ◽  
Ha Thi Tran ◽  
My Linh Thi Nguyen
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Social Problem ◽  
Social Problem Solving ◽  
School Students

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.

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

Sign in / Sign up

Export Citation Format

Share Document