Literaturnachweis - Detailanzeige
Autor/inn/en | Kim, Soo Jung; Xin, Yan Ping |
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Titel | A Synthesis of Computer-Assisted Mathematical Word Problem-Solving Instruction for Students with Learning Disabilities or Difficulties |
Quelle | In: Learning Disabilities: A Contemporary Journal, 20 (2022) 1, S.27-45 (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1937-6928 |
Schlagwörter | Computer Assisted Instruction; Word Problems (Mathematics); Problem Solving; Mathematics Instruction; Teaching Methods; Students with Disabilities; Metacognition; Learning Strategies; Instructional Effectiveness; Elementary School Students; Secondary School Students; Mathematical Models; Skill Development; Generalization; Standardized Tests; Mathematics Tests; Schemata (Cognition); Learning Disabilities Computer based training; Computerunterstützter Unterricht; Textaufgabe; Problemlösen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Sekundarschüler; Mathematical model; Mathematisches Modell; Kompetenzentwicklung; Qualifikationsentwicklung; Standadised tests; Standardisierter Test; Cognition; Schema; Kognition; Learning handicap; Lernbehinderung |
Abstract | We conducted a comprehensive synthesis of computer-assisted instruction (CAI) research that aimed to facilitate the learning of mathematical word problem solving involving elementary and secondary school students with learning disabilities or difficulties in mathematics. We examined a total of 13 studies under the four instructional categories: direct instruction/guided practice, cognitive/metacognitive strategy instruction, schema-based instruction, and mathematical model-based problem solving. Findings from this review indicate that CAI showed overall positive effects on enhancing students' word problem-solving performance, with mathematical model-based problem solving being most effective and the direct instruction/guided practice least effective. It seems that CAI programs that promote mathematical model-based problem solving have demonstrated promising effects, not only on students' skill acquisition but also skill generalization as measured by commercially published standardized tests. (As Provided). |
Anmerkungen | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |