Effects of Mathematical Word Problem—Solving Instruction on Middle School Students with Learning Problems

Journal of Special Education - Tập 39 Số 3 - Trang 181-192 - 2005
Yan Ping Xin1, Asha K. Jitendra2, Andria Deatline-Buchman3
1Purdue University
2Lehigh University,
3Easton Area School District

Tóm tắt

This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)—on the mathematical word problem—solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.

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