Cognitive Strategy Instruction for Mathematical Word Problem-solving of Students with Mathematics Disabilities in China

被引：7

作者：

Zhu, Nan ^{[1
]}

机构：

[1] Cent China Normal Univ, Dept Special Educ, Wuhan, Peoples R China

来源：

INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION | 2015年 / 62卷 / 06期

关键词：

China; fourth-grade students; cognitive strategy instruction; mathematical word problem solving; mathematics disabilities; metacognitive strategies; intervention; MIDDLE-SCHOOL STUDENTS; LEARNING-DISABILITIES; MATH DISABILITIES; WORKING-MEMORY; CHILDREN; DIFFICULTIES; ADOLESCENTS; RISK; INTERVENTIONS; METAANALYSIS;

D O I：

10.1080/1034912X.2015.1077935

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：608 / 627

页数：20

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