Teaching Problem Posing to Students with Learning Disabilities

Autor/inn/en	Yang, Xuan; Xin, Yan Ping
Titel	Teaching Problem Posing to Students with Learning Disabilities
Quelle	In: Learning Disability Quarterly, 45 (2022) 4, S.280-293 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Xuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948721993117
Schlagwörter	Learning Disabilities; Students with Disabilities; Problem Solving; Mathematics Instruction; Intervention; Word Problems (Mathematics); Middle School Students; Grade 7; Children; Student Characteristics; Texas; Wechsler Intelligence Scale for Children; State of Texas Assessments of Academic Readiness (STAAR) + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Problemlösen; Mathematics lessons; Mathematikunterricht; Textaufgabe; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 07; 7. Schuljahr; Schuljahr 07; Child; Kind; Kinder
Abstract	During the past 20 years, numerous studies examining the use of problem posing in mathematics instruction have documented positive outcomes in terms of students' problem-solving skills, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LD). This study describes a problem-posing intervention that draws on an existing Conceptual Model-based Problem-Solving program (COMPS, Xin) into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured posing situations. The study used a multiple baseline across participants design and found the intervention was effective in improving students' problem solving and posing skills. It provided implications for future research and teaching regarding the use of problem posing interventions in mathematics for students with LDs. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01