Effects of a Problem-Solving Strategy on the Introductory Algebra Performance of Secondary Students With Learning Disabilities
- 1 March 2000
- journal article
- Published by Taylor & Francis in Learning Disabilities Research & Practice
- Vol. 15 (1), 10-21
- https://doi.org/10.1207/sldrp1501_2
Abstract
We investigated the effects of an instructional strategy within a graduated teaching sequence (i.e., concrete, semiconcrete, abstract) on the representation and solution of problem-solving skills encompassing integer numbers for secondary students with learning disabilities. Students advanced through three levels of instruction: (a) concrete application (i.e., manipulating physical objects to represent mathematics problems), (b) semiconcrete application (i.e., drawing pictorial representations of the mathematics problems), and (c) abstract application (i.e., writing mathematical symbols to represent and solve problems). Students also learned a strategy designed to cue effective problem-solving procedures. A multiple-probe design across participants was used (Tawney & Gast, 1984). Results indicated problem-solving skills involving integer numbers dramatically improved following instruction at the concrete, semiconcrete, and abstract levels. Students' strategy-use also increased over these instructional levels. Furthermore, generalization of treatment effects was evident in a far-transfer generalization task and over time for multiplication and division of integers.Keywords
This publication has 15 references indexed in Scilit:
- Algebra Instruction for Students with Learning Disabilities: Implications from a Research ReviewLearning Disability Quarterly, 1999
- Differences in the Learning and Transfer Performance between Students with Learning Disabilities and other Low-Achieving Students on Problem-Solving TasksLearning Disability Quarterly, 1993
- Effects of Cognitive Strategy Instruction on Algebra Problem Solving of Adolescents with Learning DisabilitiesLearning Disability Quarterly, 1993
- Improving the Mathematical Problem-Solving Skills of Students with Learning DisabilitiesThe Journal of Special Education, 1992
- Place Value InstructionTEACHING Exceptional Children, 1988
- Thinking Aloud: Analysing Students' Mathematics PerformanceSchool Psychology International, 1987
- Analysis of Mathematics Competence of Learning Disabled AdolescentsThe Journal of Special Education, 1987
- Devising an Instructional Program to Teach Arithmetic Problem-Solving Skills to Students with Learning DisabilitiesJournal of Learning Disabilities, 1987
- STRATEGIES FOR TEACHING LEARNING DISABLED ADOLESCENTS ALGEBRAIC PROBLEMSJournal of Reading, Writing, and Learning Disabilities International, 1987
- Story Problems: Merely Confusing or Downright Befuddling?Journal for Research in Mathematics Education, 1976