ERIC Number: ED283679
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: 0
An Arithmetic Verbal Problem Solving Model for Learning Disabled Students.
Marzola, Eileen S.
An emerging focus of elementary and secondary mathematics instruction is on problem solving. This study examined an instructional approach for teaching children with learning disabilities how to solve arithmetic word problems. The study was conducted with 60 fifth and sixth grade students who had previously been identified as learning disabled. The experimental group was taught using an instructional design which involved the teaching of problem solving steps and the use of "prompts" to help students think through the problem. Both the experimental group and the control were permitted the use of calculators. Results indicated that students in the experimental group outperformed the control group. Implications of the study are discussed, stressing that learning disabled students who have exhibited very poor arithmetic word problem solving skills can be taught to be proficient problem solvers. An example of a prompt outline card used with the experimental group is included. (TW)
Descriptors: Arithmetic, Elementary Education, Elementary School Mathematics, Instructional Design, Instructional Effectiveness, Instructional Materials, Learning Disabilities, Mathematics Education, Mathematics Instruction, Mathematics Skills, Problem Solving, Special Needs Students, Teaching Methods, Word Problems (Mathematics)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington DC, April 23-25, 1987).