A Synthesis of Computer-Assisted Mathematical Word Problem-Solving Instruction for Students with Learning Disabilities or Difficulties

Autor/inn/en	Kim, Soo Jung; Xin, Yan Ping
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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