Cognitive Strategy Instruction for Mathematical Word Problem-Solving of Students with Mathematics Disabilities in China

Autor/in	Zhu, Nan
Titel	Cognitive Strategy Instruction for Mathematical Word Problem-Solving of Students with Mathematics Disabilities in China
Quelle	In: International Journal of Disability, Development and Education, 62 (2015) 6, S.608-627 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2015.1077935
Schlagwörter	Word Problems (Mathematics); Problem Solving; Elementary School Students; Elementary School Mathematics; Grade 4; Disabilities; Reading Difficulties; High Achievement; Comparative Analysis; Control Groups; Experimental Groups; Cognitive Processes; Learning Strategies; Intervention; Instructional Effectiveness; Foreign Countries; Mathematics Instruction; Pretests Posttests; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Handicap; Behinderung; Reading difficulty; Leseschwierigkeit; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Ausland; Mathematics lessons; Mathematikunterricht; Statistische Analyse
Abstract	This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with mathematics disabilities only, students with both mathematics and reading disabilities, as well as average- and high-achieving students. Results showed that students at all ability levels (except high-achieving students) in the treatment group outperformed significantly their counterparts in the comparison group; the intervention effect was stronger for students with mathematics disabilities only than for those with both mathematics and reading disabilities. The present study indicates that CSI is a contextually and pedagogically appropriate model that has a strong potential to improve mathematical word problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01