Challenges students identified with a learning disability and as high-achieving experience when using diagrams as a visualization tool to solve mathematics word problems.

Autor/inn/en	Van Garderen, Delinda; Scheuermann, Amy; Poch, Apryl
Titel	Challenges students identified with a learning disability and as high-achieving experience when using diagrams as a visualization tool to solve mathematics word problems.
Quelle	In: ZDM : mathematics education, 46 (2014) 1, S. 135-149 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0519-1
Schlagwörter	Fertigkeit; Fähigkeit; Lernbehinderung; Diagramm; Herausforderung
Abstract	This article addresses a much understudied topic and concern regarding how students of varying ability levels employ visualization as a strategy in mathematics learning. The importance of this topic can be found in its connection to students' ability to solve mathematical word problems. Many students, particularly students with learning disabilities, often struggle to use visualization as a strategy and this impacts their mathematics performance. The purpose of this article is to present findings from a study that examined the challenges that students - those identified as learning disabled and high-achieving - displayed when using one visualization form, a diagram, to solve mathematics problems. Overall, nine challenges related to the use of diagram proficiency to solve problems were identified. Further, students with learning disabilities were found to be more likely than their high achieving peers to experience these challenges. Implications for practice are provided.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/3