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The effects of a mathematical word problem solving strategy on problem solving performance by middle school students with mild disabilities.

机译：数学单词问题解决策略对轻度残疾中学生的问题解决能力的影响。

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摘要

Students with mild disabilities have been found to have deficits in many academic areas, including the application of mathematical operations. Many of these students lack strategies and techniques for assisting them in solving mathematical word problems. A variety of approaches and techniques has been presented as effective practices for teaching students to solve word problems.;A word problem solving strategy which included direct and mnemonic instruction was developed for teaching secondary school students with mild disabilities to solve mathematical word problems. An investigation was conducted to determine if students with mild disabilities were able to acquire and retain a word problem solving strategy, and to determine whether subjects were able to apply the strategy to solving multistep mathematical word problems. A multiple probe design across students (N = 10) was used to evaluate the effects of the strategy. Four of the students were identified as having emotional handicaps; six were identified as having specific learning disabilities.;The independent variable of this investigation was a word problem solving strategy that incorporated effective, empirically-tested instructional techniques developed by the Institute for Research in Learning Disabilities at Kansas University.;The dependent variables were the numbers of appropriate and inappropriate marks made by the subjects when applying the strategy, and the numbers of problems correctly and incorrectly solved by the subjects. The problems were single step word problems and multistep word problems. Data from multistep word problems were collected during the generalization phase of the investigation.;An analysis of the data suggested that students with mild disabilities were able to acquire, retain, and generalize the word problem solving strategy. Social validity measures revealed that teachers and students expressed satisfaction with the strategy training in terms of importance and effectiveness. Implications for providing word problem instruction to students with mild disabilities are discusssed.
机译：已发现轻度残疾学生在许多学术领域都存在缺陷，包括数学运算的应用。这些学生中许多人缺乏帮助他们解决数学单词问题的策略和技术。已经提出了多种方法和技术作为有效的实践方法来教学生解决单词问题。；开发了一种包括直接和助记符指令的单词问题解决策略，用于教学中度轻度残疾的中学生解决数学单词问题。进行了一项调查，以确定轻度残疾学生是否能够获得并保留单词问题解决策略，并确定受试者是否能够将该策略应用于解决多步数学单词问题。使用跨学生的多探针设计（N = 10）来评估该策略的效果。其中有四名学生有情感障碍。六个被确定为具有特定的学习障碍。;本研究的独立变量是单词问题解决策略，该策略结合了由堪萨斯大学学习障碍研究所开发的有效的，经过实验检验的教学技术。运用策略时受试者做出的适当和不适当标记的数量，以及受试者正确和不正确解决的问题数量。这些问题是单步单词问题和多步单词问题。在调查的泛化阶段收集了多步单词问题的数据。对数据的分析表明，轻度残疾学生能够获取，保留和推广单词问题解决策略。社会有效性测量表明，师生对策略培训的重要性和有效性表示满意。讨论了为轻度残疾学生提供单词问题指导的含义。

著录项

  • 作者

    Watanabe, Addison Kent.;

  • 作者单位

    University of Florida.;

  • 授予单位 University of Florida.;
  • 学科 Special education.;Mathematics education.
  • 学位 Ph.D.
  • 年度 1991
  • 页码 334 p.
  • 总页数 334
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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