Teaching High School Students With Learning Disabilities to Use Model Drawing Strategy to Solve Fraction and Percentage Word Problems

被引：13

作者：

Dennis, Minyi Shih ^{[1
]}

Knight, Jacqueline ^{[2
]}

Jerman, Olga ^{[3
]}

机构：

[1] Lehigh Univ, Bethlehem, PA 18015 USA

[2] Frostig Sch, Pasadena, CA USA

[3] PRO ED Inc, Austin, TX USA

来源：

PREVENTING SCHOOL FAILURE | 2016年 / 60卷 / 01期

关键词：

cognitive strategy; fractions; learning disabilities; mathematics; percentages; word problem solving;

D O I：

10.1080/1045988X.2014.954514

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article describes how to teach fraction and percentage word problems using a model-drawing strategy. This cognitive strategy places emphasis on explicitly teaching students how to draw a schematic diagram to represent the qualitative relations described in the problem, and how to formulate the solution based on the schematic diagram. The step-by-step procedures for using the model-drawing strategy are described. In addition, the results of an action research study applying the model-drawing strategy with high school students who have learning disabilities are reported.

引用

页码：10 / 21

页数：12

共 49 条

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