Current Search: Learning disabled--Education--Mathematics (x)
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Title
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Teaching students with learning disabilities to solve word-problems: A comparison of a cognitive strategy and a traditional textbook method.
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Creator
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Lambert, Monica Ann., Florida Atlantic University, Taylor, Ronald L.
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Abstract/Description
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The current emphasis in mathematics curricula is placed on mathematical applications to real-life word-problem 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 word-problems 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...
Show moreThe current emphasis in mathematics curricula is placed on mathematical applications to real-life word-problem 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 word-problems 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 three-step word-problems 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 part-time 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 eight-step strategy that included self-talking and self-questioning. The textbook method group was taught a traditional textbook method which consisted of a four-step 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 word-problems, and a posttest of the three-step word-problems. 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 word-problems. 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 word-problems.
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Date Issued
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1996
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PURL
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http://purl.flvc.org/fcla/dt/12470
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Subject Headings
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Learning disabled--Education--Mathematics, Learning disabilities, Mathematics--Study and teaching (Secondary), Cognition in children
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Format
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Document (PDF)
