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ERIC Number: EJ1141989
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1937-6928
Effects of Visual Working Memory Training and Direct Instruction on Geometry Problem Solving in Students with Geometry Difficulties
Zhang, Dake
Learning Disabilities: A Contemporary Journal, v15 n1 p117-138 2017
We examined the effectiveness of (a) a working memory (WM) training program and (b) a combination program involving both WM training and direct instruction for students with geometry difficulties (GD). Four students with GD participated. A multiple-baseline design across participants was employed. During the Phase 1, students received six sessions of computerized WM training (Jaeggi et al., 2011); during Phase 2, they received six sessions of computerized WM training and six sessions of human-delivered direct instruction with Concrete--Representational--Abstract (CRA) representation sequence on triangle congruence. All four participants remarkably improved their WM, and enhanced their performance on the spatial rotation and general geometric problem-solving. However, the participants' performance on specific triangle-congruence tasks did not improve until direct instruction with CRA sequence was introduced. Practical recommendations were discussed. Practical recommendations of providing cognitive remediation combined with academic interventions were emphasized.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Keymath Diagnostic Arithmetic Test
Grant or Contract Numbers: N/A