The Effects of Cognitive Strategies Paired with Hands-on Or Virtual Manipulatives on Math Instruction for Students with Mathematical Learning Disabilities to Learn Word Problem Solving Skills PDF Download
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Author: Kimberly C. Plute
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages :
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Author: Kimberly C. Plute
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages :
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Author: H. Lee Swanson
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
Although current categories of learning disabilities include as specific disabilities calculation and mathematical problem solving [see IDEA reauthorization, 2004, Sec. 300.8(c)(10)], the majority of research focuses on calculation disabilities. Previous studies have shown, however, that deficits in word problem solving difficulties are persistent across the elementary school years even when calculation and reading skills are in the normal achievement range (Swanson et al., 2008). Previous research shows that growth in working memory (WM) is related to growth in word problem solving accuracy for children with math disabilities (MD e.g., Swanson, 2006, Swanson et al., 2008). However, the research is unclear as to the interventions that compensate for WM limitations in children with MD that in turn positively influence performance on problem solving measures. The purpose of this intervention study was to determine whether children with MD improve in problem solving ability as a function of strategy intervention that emphasizes relevant components of word problems. Children with MD and without MD were randomly assigned to one of three treatment groups: verbal strategies, visual strategies or a combination of both verbal and visual strategies. This study addressed three questions:(1) Do cognitive strategies that direct MD children's attention to relevant components of word problems in the context of distracting or irrelevant information enhance mathematical problem solving accuracy when compared to control conditions? (2) Are visual-spatial strategies in isolation or when combined with verbal strategies more effective than verbal strategies in isolation for children with MD? and (3) Do specific cognitive strategies and increases in WM load (number of irrelevant sentences in word problems) play an independent or interactive role in facilitating solution accuracy and transfer? One hundred and twenty (120) children from grades 2 and 3 in a Southern California public school district participated in this study. The primary findings were: both children with and without MD significantly improved word problem solving accuracy at post-test relative to other conditions, (b) pretest/post-test changes in correctly identifying relevant/irrelevant components mediated the effects of treatment on solution accuracy, (c) transfer (tasks independent of training) occurred on CBM of text word problems, verbal WM and calculation, and (d) individual differences in WM capacity interacted with treatment conditions when predicting overall solution accuracy.
Author: Kristin Shane F. Coronado, Kim Alexis F. Sales & Portia R. Marasigan
Publisher: Institute of Industry and Academic Research Incorporated
ISBN:
Category : Education
Languages : en
Pages : 91
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Book Description
International Journal of Educational Management and Development Studies (IJEMDS) is an open access refereed journal focused on educational leadership, educational management, teaching and learning across all disciplines and levels, internationalization of education, transnational education and societal issues on educational development. The field of education has been continuously evolving as influenced by its nature and the societal factors. As the journal celebrates the very dynamic and complex nature of education, it provides educators and researchers a platform for their research findings. This allows researchers to apply multiple designs to describe, analyze and evaluate the history, current issues and the future direction of education in regional and international contexts.
Author: Malgorzata Kutynia
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 66
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Author: Hiroshi Hara
Publisher:
ISBN:
Category : Anemones
Languages : en
Pages :
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Author: Joseph M. DeVecchis
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 45
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Author: Virginia Mae Johnson
Publisher:
ISBN:
Category : Learning strategies
Languages : en
Pages : 392
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Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
A recent study, "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability," examined the effectiveness of "Solve It!," a program intended to improve the problem-solving skills of seventh-grade math students. During the program, students are taught cognitive strategies of varying complexity to solve math word problems. The ultimate goal is for students to internalize the strategies and use them automatically during problem solving. For this study, researchers analyzed the math and reading scores of 1,059 students in Miami-Dade County Public Schools to measure the impact of "Solve It!" The study found that the program had no impact on the students' math and reading achievement. The study had high levels of student attrition; however, the samples of students were demonstrated to be equivalent at baseline on Florida Comprehensive Assessment Test (FCAT) math and reading scores. Therefore, the research meets What Works Clearinghouse (WWC) group design standards with reservations. The following are appended: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. [The following study is the focus of this "Single Study Review": Montague, M., Krawec, J., Enders, C., & Dietz, S. (in press). The effects of cognitive strategy instruction on math problem solving of middle school students of varying ability. "Journal of Educational Psychology."].
Author: Heather Ann Oetker
Publisher:
ISBN:
Category : Cognitive learning
Languages : en
Pages : 134
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Author: H. Lee Swanson
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
Recent intervention studies directed to improve problem solving accuracy in children with math difficulties (MD) have found support for teaching cognitive strategies. This study addresses the question: What role does working memory capacity (WMC) play in strategy outcomes for children with MD? Four prediction models can be applied to strategy training outcomes for children with MD: (a) WMC as a limiting factor, (b) basic skills, (c) general resource, and (d) compensatory. The limiting WMC factor model suggests that children with lower WMC are less likely to benefit from strategy conditions than children with relatively higher WMC. Thus, children with MD vary in their responsiveness to strategy instruction and this is predicated on their WMC. In contrast, the basic skills model suggests that if declarative knowledge is intact (e.g., reading comprehension, and computational knowledge are in the average range), strategy instruction provides a helpful procedure to solve word problems without making demands on WMC. Participants were comprised of 146 third grade children from public school classrooms in the southwest United States. Children were drawn from 22 3rd grade classrooms. Children in the treatment conditions were provided instruction in small groups during math time and were instructed in a class or library in the same school setting. All children in the study participated with their peers in their home rooms on tasks and activities related to the district wide math school curriculum. Each experimental treatment condition included 20 scripted lessons administered over 8 weeks. Each lesson was 30 minutes in duration and was administered three times a week in small groups of 3 to 5 children. The criterion measures used to assess treatment effects were word problems from the Comprehensive Math Abilities Test (CMAT), arithmetic problems from the WRAT-3, and recall from an Operation Span measure. The results showed a significant WMC x treatment interaction across all criterion measures. In general, the results indicated that WMC played an important role in post-test performance outcomes, especially for the strategy conditions that included diagramming (visual-only condition). Tables and figures are appended.
