scholarly journals Mathematical Word Problem Solving in Students Elementary School: Is Schema-Based Instruction (SBI) or Cognitive Strategy Instruction (CSI) Used?

2019 ◽  
Vol 3 (15) ◽  
pp. 198
Author(s):  
N Restati Siregar ◽  
S Wimbarti ◽  
Kadir .
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Word Problem ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Cognitive Strategy Instruction ◽  
Word Problem Solving ◽  
Based Instruction ◽  
Mathematical Word Problem

.

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.

Embedding Literacy in Mathematics Problem Solving Instruction for Learners With Intellectual and Developmental Disability

Inclusion ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 81-96
Author(s):  
Chelsi R. Brosh ◽  
Jenny R. Root ◽  
Alicia F. Saunders ◽  
Fred Spooner ◽  
Larry B. Fisher
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Functional Relation ◽  
Literacy Skills ◽  
Future Research ◽  
Instructive Feedback ◽  
Word Problem Solving ◽  
And Mathematics ◽  
Based Instruction ◽  
Mathematical Word Problem

AbstractAlthough solving word problems involves both literacy and mathematics skills, research to date has only targeted mathematical learning. This study sought to increase teaching efficiency by embedding literacy instruction within mathematical word problem solving instruction for three elementary students with intellectual and developmental disabilities. A multiple probe across participants design showed a functional relation between modified schema-based instruction (MSBI) and mathematical word problem solving. All participants increased knowledge of nontargeted literacy skills using instructive feedback, and two participants demonstrated a further increase following the use of constant-time delay (CTD). The results highlight several implications for practice regarding the feasibility of MSBI with instructive feedback to simultaneously address multiple academic domains or skills. Limitations and suggestions for future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document