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Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties
| Content Provider | Semantic Scholar |
|---|---|
| Author | Morin, Lisa L. |
| Copyright Year | 2014 |
| Abstract | Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties Lisa L. Morin Old Dominion University, 2014 Dissertation Chair: Dr. Silvana Watson For students with math difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine a math word problem solving strategy, bar model drawing, to support students with MD. The study extended previous research that suggested that schematic-based instruction (SBI) training delivered within an explicit instruction framework can be effective in teaching various math skills related to word problem solving. As a more generic schema approach, bar model drawing may serve as an effective form of SBI that can be developed across word problems. Moreover, the bar model approach has the potential to enhance students' awareness o f cognitive strategies through paraphrasing, visualizing, hypothesizing about problem solutions, and checking work, all of which are explicitly taught through the use o f the bar-model drawing protocol. A multiple-baseline design replicated across groups was used to evaluate the effects of the intervention of bar model drawing on student performance on math world problem solving. Student performance was investigated in terms of increased accurate use of cognitive strategies and overall accuracy of math word problem solving. Both of these dependent variables increased and remained stable throughout intervention, and remained high during the maintenance phase of the research. Pre and posttesting results were also favorable. Participants reported high social validity for the intervention. However, the results of the research also yielded some surprises and raised some questions. Conclusions drawn from the data include a discussion o f the implications for action and recommendations for further research. Limitations of the study are also discussed. CHAPTER ONE INTRODUCTION Chapter one describes concerns related to student performance in mathematics, specifically in the area o f math word problem solving. Students who have mathematics difficulties (MD) especially struggle in math word problem solving. These difficulties may be attributed to cognitive and metacognitive deficits (Watson & Gable, 2013). Students with these deficits can be supported through the use o f schematic-based instruction (SBI) and cognitive strategy instruction (CSI; Jitendra et al., 1998; Xin, 2008; Montague & Applegate, 1993; Rosenzweig, Krawec, & Montague, 2011). However, there are gaps in the current literature supporting the use of SBI and CSI. The stated purpose and subsequent research questions address these gaps in the research. This chapter will provide an overview of the problem, along with gaps in the current research, a rationale for the study and statement o f the problem, research questions, and will include a glossary of key terms that are integral to the research. Problem Context Student performance in mathematics. America continues to lag behind many of its peers in mathematics and mathematics instruction. In 2008, the National Mathematics Advisory Panel (NMAP) admonished that without improvement in this area, the United States' leadership role is in jeopardy. The Panel cited statistics demonstrating the gravity of the issue of mathematics literacy, pointing out that 27% o f eighth graders fail to accurately shade 1/3 of a rectangle. Furthermore, the |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1012&context=cdse_etds |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
