The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability.

2014 ◽  
Vol 106 (2) ◽  
pp. 469-481 ◽  
Author(s):  
Marjorie Montague ◽  
Jennifer Krawec ◽  
Craig Enders ◽  
Samantha Dietz
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Cognitive Strategy Instruction ◽  
School Students ◽  
Math Problem ◽  
Math Problem Solving

Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities

2011 ◽  
Vol 34 (4) ◽  
pp. 262-272 ◽  
Author(s):  
Marjorie Montague ◽  
Craig Enders ◽  
Samantha Dietz
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Middle School Students ◽  
General Education ◽  
Cognitive Strategy ◽  
Instructional Program ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Math Problem Solving

The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and high performing) and socioeconomic status. One school from each pair was randomly assigned to the intervention condition, and one eighth grade math teacher participated at each school ( n = 40). Because of attrition at the outset, 24 schools completed the study (8 intervention, 16 comparison). The intervention, Solve It!, a research-based cognitive strategy instructional program, was implemented for 7 months, and periodic progress monitoring was conducted. A cluster-randomized design was used, and the data were consistent with a three-level model in which repeated measures were nested within students and students were nested within schools. The results indicated that students who received the intervention ( n = 319) showed significantly greater growth in math problem solving over the school year than students in the comparison group ( n = 460) who received typical classroom instruction. Moreover, the intervention effects did not differ for students with learning disabilities, low-achieving students, and average-achieving students. Thus, the findings were positive and support the efficacy of the intervention when implemented by general education math teachers in inclusive classrooms.

The Effects of Cognitive Strategy Instruction on the Mathematical Problem Solving of Adolescents With Spina Bifida

2010 ◽  
Vol 45 (3) ◽  
pp. 171-183 ◽  
Author(s):  
Judy Coughlin ◽  
Marjorie Montague
Keyword(s):  
Problem Solving ◽  
Spina Bifida ◽  
Mathematical Problem ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Mathematical Problem Solving ◽  
Cognitive Strategy Instruction ◽  
Math Problem Solving ◽  
One Step ◽  
Math Problems

This study investigated the effects of cognitive strategy instruction on the mathematical problem solving of three adolescents with spina bifida. Conditions of the multiple-baseline across-individuals design included baseline, two levels of treatment, posttesting, and maintenance. Treatment 1 focused on one-step math problems, and Treatment 2 focused on two-step problems. All students substantially improved as measured by performance on criterion tests of math problem solving. Discussion centers on the need for intervention studies with students with spina bifida that specifically address their unique characteristics and the adaptations and accommodations that benefit these students.

scholarly journals Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes

2020 ◽  
Vol 13 (11) ◽  
pp. 86
Author(s):  
Sena Görgün ◽  
Canses Tican
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Attitude Scale ◽  
Problem Posing ◽  
Attitude Score ◽  
School Students ◽  
Math Problem ◽  
8Th Grade ◽  
Eighth Grade Students

The main purpose of the current study is to investigate middle school students’ math self-efficacy perceptions and math problem posing attitudes. The sample of the study is comprised of 990 fifth, sixth, seventh and eighth grade students attending middle school in the Fethiye district of the city of Muğla. As the data collection tool, the “Math Self-efficacy Perception Scale” and the “Math Problem Posing Attitude Scale” were used. In the analysis of the data collected through the qualitative research method, frequencies, percentages, independent-samples t-test, one-way variance analysis, post-hoc tests (Scheffe and Dunnett’s C) and correlation analysis were used. As a result, it was found that the middle school students’ math self-efficacy perceptions and math problem posing attitudes are over the medium level. The middle school students’ self-efficacy perceptions were found to be varying significantly depending on gender. The middle school students’ problem posing attitudes were found to be varying significantly depending on gender. The math self-efficacy perceptions and math problem posing attitudes of the 5th and 6th grade students were found to be significantly higher than those of the 7th and 8th grade students. A medium, positive and significant correlation was found between the middle school students’ mean math self-efficacy perception score and their mean math problem posing attitude score.

Sign in / Sign up

Export Citation Format

Share Document