Effects of cognitive-based instruction on mathematical problem solving by learners with mild intellectual disabilities.
Background This study examined the effects of different approaches to teaching learners with mild intellectual disabilities to solve mathematical word problems. Method Thirty Chinese students with mild intellectual disabilities from a special school in Hong Kong were taught using conventional instru...
| Publicado en: | Journal of Intellectual & Developmental Disability Vol. 30; no. 4; pp. 207 - 217 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106322402&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106322402 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13668250 DDI jtl: Journal of Intellectual & Developmental Disability issn: 13668250 maglogo: Y pubinfo: dt: Dec2005 vid: 30 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106322402 106322402 2009251744 10.1080/13668250500349409 106322402 ppf: 207 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Effects of cognitive-based instruction on mathematical problem solving by learners with mild intellectual disabilities. aug: au: Chung KKH Tam YH affil: Division of Learning, Development and Diversity, Faculty of Education, University of Hong Kong, Pokfulam Road, Hong Kong, SAR China; kkhchung@hkucc.hku.edu.hk sug: subj: Cognitive Therapy Methods Persons with Disabilities Mathematics Problem Solving Teaching Methods Adolescence Analysis of Variance Child Chinese Persons Descriptive Statistics Female Hong Kong Male Post Hoc Analysis Human Adolescent: 13-18 years Child: 6-12 years Female Male ab: Background This study examined the effects of different approaches to teaching learners with mild intellectual disabilities to solve mathematical word problems. Method Thirty Chinese students with mild intellectual disabilities from a special school in Hong Kong were taught using conventional instruction, worked example instruction, and cognitive strategy instruction. A cross-subjects experimental design was used to compare the effects of the three instructional approaches on immediate and delayed tests. Results Students presented with worked example and cognitive strategy instruction solved more problems correctly and generally outperformed students presented with conventional instruction in both immediate and delayed tests. In addition, learners receiving worked example and cognitive strategy instruction were more able to maintain and generalise their previous knowledge and skills to solve novel problems than those receiving conventional instruction. Conclusions The findings indicate that learners can profit from worked example and cognitive strategy instruction which can promote problem-solving skills and mathematical learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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