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Teaching students with learning disabilities to solve wordproblems: A comparison of a cognitive strategy and a traditional textbook method
 Date Issued:
 1996
 Summary:
 The current emphasis in mathematics curricula is placed on mathematical applications to reallife wordproblem solving. Therefore, it is critical that all secondary students receive instruction in problem solving. Although many mathematics textbooks provide steps for students to follow when solving wordproblems they do not meet the needs of all students, especially those with learning disabilities (LD). Students with LD lack knowledge in cognitive and metacognitive strategies, although they are able to use these strategies when taught. The purpose of this study was to compare the effectiveness of a cognitive problem solving strategy and a traditional textbook method in solving threestep wordproblems consisting of whole numbers, decimals, fractions, and percents. Four teachers who taught two Specific Learning Disabilities (SLD) math classes volunteered to participate in the study. Each teacher taught one of his/her math classes the cognitive strategy and the other class the textbook method. A total of 76 students from grades 9 through 12 who attended a parttime SLD math class were used as subjects. The two groups were taught through direct instruction with scripted lessons. The cognitive strategy group was taught an eightstep strategy that included selftalking and selfquestioning. The textbook method group was taught a traditional textbook method which consisted of a fourstep plan. Treatment for both groups included a pretest, describing and modeling the strategy or method, verbally rehearsing the cognitive strategy or textbook method, practice solving wordproblems, and a posttest of the threestep wordproblems. The results indicated that there were no significant differences between the cognitive strategy and textbook method. However, the observed power was not sufficient to determine if there was or was not a treatment effect. Informal error analyses indicated subjects did perform better after direct instruction in solving wordproblems. Although subjects were attempting to solve more problems, however, other types of errors were being made, such as choosing and using the wrong operation. This indicates students may need to be taught a strategy on how to choose the correct operation to solve wordproblems.
Title:  Teaching students with learning disabilities to solve wordproblems: A comparison of a cognitive strategy and a traditional textbook method. 
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Name(s): 
Lambert, Monica Ann. Florida Atlantic University, Degree grantor Taylor, Ronald L., Thesis advisor 

Type of Resource:  text  
Genre:  Electronic Thesis Or Dissertation  
Issuance:  monographic  
Date Issued:  1996  
Publisher:  Florida Atlantic University  
Place of Publication:  Boca Raton, Fla.  
Physical Form:  application/pdf  
Extent:  190 p.  
Language(s):  English  
Summary:  The current emphasis in mathematics curricula is placed on mathematical applications to reallife wordproblem solving. Therefore, it is critical that all secondary students receive instruction in problem solving. Although many mathematics textbooks provide steps for students to follow when solving wordproblems they do not meet the needs of all students, especially those with learning disabilities (LD). Students with LD lack knowledge in cognitive and metacognitive strategies, although they are able to use these strategies when taught. The purpose of this study was to compare the effectiveness of a cognitive problem solving strategy and a traditional textbook method in solving threestep wordproblems consisting of whole numbers, decimals, fractions, and percents. Four teachers who taught two Specific Learning Disabilities (SLD) math classes volunteered to participate in the study. Each teacher taught one of his/her math classes the cognitive strategy and the other class the textbook method. A total of 76 students from grades 9 through 12 who attended a parttime SLD math class were used as subjects. The two groups were taught through direct instruction with scripted lessons. The cognitive strategy group was taught an eightstep strategy that included selftalking and selfquestioning. The textbook method group was taught a traditional textbook method which consisted of a fourstep plan. Treatment for both groups included a pretest, describing and modeling the strategy or method, verbally rehearsing the cognitive strategy or textbook method, practice solving wordproblems, and a posttest of the threestep wordproblems. The results indicated that there were no significant differences between the cognitive strategy and textbook method. However, the observed power was not sufficient to determine if there was or was not a treatment effect. Informal error analyses indicated subjects did perform better after direct instruction in solving wordproblems. Although subjects were attempting to solve more problems, however, other types of errors were being made, such as choosing and using the wrong operation. This indicates students may need to be taught a strategy on how to choose the correct operation to solve wordproblems.  
Identifier:  9780591052886 (isbn), 12470 (digitool), FADT12470 (IID), fau:9364 (fedora)  
Collection:  FAU Electronic Theses and Dissertations Collection  
Note(s): 
Thesis (Ed.D.)Florida Atlantic University, 1996. College of Education 

Subject(s): 
Learning disabledEducationMathematics Learning disabilities MathematicsStudy and teaching (Secondary) Cognition in children 

Held by:  Florida Atlantic University Libraries  
Persistent Link to This Record:  http://purl.flvc.org/fcla/dt/12470  
Sublocation:  Digital Library  
Use and Reproduction:  Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for nonprofit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.  
Use and Reproduction:  http://rightsstatements.org/vocab/InC/1.0/  
Host Institution:  FAU  
Is Part of Series:  Florida Atlantic University Digital Library Collections. 