Expanding the Agenda in Mathematics Problem Solving for Students with Mild Disabilities: Suggestions for Method and Content

Autor/inn/en	Foley, Teresa E.; Parmar, Rene S.; Cawley, John F.
Titel	Expanding the Agenda in Mathematics Problem Solving for Students with Mild Disabilities: Suggestions for Method and Content
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 12 (2003) 3, S.113-123 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Mild Disabilities; Problem Solving; Word Problems (Mathematics); Teaching Methods; Mathematics Instruction; Special Needs Students; Comparative Analysis; Educational Theories; Discovery Learning; Academic Standards; Student Diversity; Curriculum; Mathematical Logic + Suchen Sie Ihr Suchwort? Problemlösen; Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Sonderpädagogischer Förderbedarf; Educational theory; Theory of education; Bildungstheorie; Entdeckendes Lernen; Curricula; Lehrplan; Rahmenplan; Mathematical logics; Mathematische Logik
Abstract	This is the first of two papers that develop a framework and encourage discussion of research and programmatic concerns on arithmetic word problem solving. The two papers include a comprehensive framework for expanding the traditional three to five sentence word problem into a scheme that assures problems will be of a variety of structures and characteristics. A second framework, which utilizes a variety of alternative representations for the presentation, processing, and response modes of problem solving, is presented in a companion paper (Foley, Parmar, & Crawley, in press). Research indicates that students with disabilities require more comprehensive and intensive curricula and instruction if they are to approach the performance levels of their peers who achieve at an average level. Issues and suggestions for future research and implementation are provided within the areas of (a) theory-based models for problem solving, (b) using more student-centered or discovery approaches to teaching, (c) raising the quality of the dependent variables, (d) raising the standards for success indicators, and (e) considering the diverse characteristics of students. This paper describes a curriculum framework and teaching process that incorporates learning activities and models guided by diverse philosophies and retains some of the structure desired by teachers of students with disabilities. Suggestions for assessment of higher order learning are also included, taking into consideration a variety of components of language and reasoning, independent of computation. (As Provided).
Anmerkungen	Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10