ERIC Number: EJ1076523
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1034-912X
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Available Date: N/A
Cognitive Strategy Instruction for Mathematical Word Problem-Solving of Students with Mathematics Disabilities in China
Zhu, Nan
International Journal of Disability, Development and Education, v62 n6 p608-627 2015
This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with mathematics disabilities only, students with both mathematics and reading disabilities, as well as average- and high-achieving students. Results showed that students at all ability levels (except high-achieving students) in the treatment group outperformed significantly their counterparts in the comparison group; the intervention effect was stronger for students with mathematics disabilities only than for those with both mathematics and reading disabilities. The present study indicates that CSI is a contextually and pedagogically appropriate model that has a strong potential to improve mathematical word problem solving.
Descriptors: Word Problems (Mathematics), Problem Solving, Elementary School Students, Elementary School Mathematics, Grade 4, Disabilities, Reading Difficulties, High Achievement, Comparative Analysis, Control Groups, Experimental Groups, Cognitive Processes, Learning Strategies, Intervention, Instructional Effectiveness, Foreign Countries, Mathematics Instruction, Pretests Posttests, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
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