A Strategy-Based Intervention to Improve Math Word Problem-Solving Skills of Students with Emotional and Behavioral Disorders

2011 ◽  
Vol 34 (4) ◽  
pp. 535-550 ◽  
Author(s):  
Peter Alter ◽  
E. Todd Brown ◽  
Jeffrey Pyle
Keyword(s):  
Problem Solving ◽  
Behavioral Disorders ◽  
Word Problem ◽  
Emotional And Behavioral Disorders ◽  
Word Problem Solving ◽  
Problem Solving Skills

Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities

2018 ◽  
Vol 54 (4) ◽  
pp. 212-218
Author(s):  
Gloria A. Carcoba Falomir
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Word Problem ◽  
Conceptual Knowledge ◽  
The United States ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Problem Solving Skills

Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

2016 ◽  
Vol 38 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Jenny R. Root ◽  
Diane M. Browder ◽  
Alicia F. Saunders ◽  
Ya-yu Lo
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Virtual Manipulatives ◽  
Future Research ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Students With Autism ◽  
Based Instruction

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In addition, researchers compared the effects of concrete and virtual manipulatives within the treatment package. Results of the multiple probes across participants with an embedded alternating treatments design showed a functional relation between modified schema-based instruction and word problem solving. Two of three participants performed more steps in the virtual condition and one participant had equal performance in both concrete and virtual conditions. When given a choice between conditions upon skill mastery, all three participants preferred the virtual condition and maintained treatment effects. Implications for practice and future research are discussed.

scholarly journals The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status

2019 ◽  
Vol 42 (4) ◽  
pp. 244-251
Author(s):  
BrittanyLee N. Martin ◽  
Lynn S. Fuchs
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Word Problem ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
First Grade ◽  
Risk Status ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Main Effect

The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem-solving performance. Among 260 first-grade students, classified as at-risk (AR) or not-at-risk (NAR) for math disability, we compared the performance of LEP students with native-English-speaking peers. A series of two-way ANOVAs were conducted on computation and word-problem-solving skills at two time points, fall and spring of first grade. On fall computation measures, there was no main effect for LEP status and no interaction between LEP and risk status. On spring computation, a main effect for LEP status had emerged, but again no interaction. By contrast, on fall word-problem solving, there was an interaction between LEP and risk status; however, this interaction was no longer significant by spring. Results suggest that language proficiency is an important factor in the development of computation and word-problem-solving skill. Implications for future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document