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A Comparison of Two Methods of Teaching Mathematics Story Problem-Solving with Learning Disabled Students.
Peer reviewed Peer reviewed
Walker, David W.; Poteet, James A. – National Forum of Special Education Journal, 1990
This study compared the effectiveness of a diagrammatic and a keyword method of teaching mathematics problem solving to 70 learning-disabled junior high school students. Results indicated no significant difference between problem-solving performance by students taught with different methods. Potential factors explaining inconsistencies between…
Descriptors: Diagrams, Instructional Effectiveness, Intermediate Grades, Junior High Schools
The Effects of Cognitive and Metacognitive Strategy Instruction on the Mathematical Problem Solving of Middle School Students with Learning Disabilities.
Peer reviewed Peer reviewed
Montague, Marjorie – Journal of Learning Disabilities, 1992
Six students (ages 12-14) with learning disabilities received either cognitive or metacognitive strategy instruction for mathematical problem solving, followed by instruction in the complementary component. Results indicated that cognitive and metacognitive strategies were more effective than either cognitive or metacognitive strategy instruction…
Descriptors: Cognitive Processes, Instructional Effectiveness, Intermediate Grades, Junior High Schools