Mathematical Word-problem Solving Interventions for Students with Learning Disabilities (LD) in Grades 5-12: A Synthesis of the Literature : 5-12학년 학습장애학생을 위한 수학 문장제 중재에 대한 문헌분석
Mathematical Word-problem Solving Interventions for Students with Learning Disabilities (LD) in Grades 5-12: A Synthesis of the Literature
- 주제(키워드) learning disabilit , mathematics , word problems solving intervention , middle school , secondary school , 학습장애 , 수학 문장제 , 도식기반중재
- 발행년도 2009
- 총서유형 Journal
- UCI G704-001542.2009.16.2.009
- KCI ID ART001403765
- 본문언어 영어
초록/요약
This paper is a synthesis of studies examining the effects of mathematical word-problem solving interventions for students with learning disabilities in the fifth through twelfth grades. A search of the published literature in peer-reviewed journals between 1989 and 2007 yielded a total of eleven intervention studies for students with learning disabilities in this grade group that met the criteria for this synthesis. Findings indicated that the interventions can be categorized into three groups: those employing schema-based intervention(n=6), those replying on cognitive/metacognitive intervention(n=4), and that primarily incorporating representational technique(n=1). While the studies employing schema-based intervention produced the highest effect sizes(mean ES=2.21) in group studies, and medium effect(mean PND = 77.88%) in single-subject design studies, one study employing representational technique produced the smallest effect size(ES=0.34). Additionally, relevant issues for future research are also discussed.
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