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Current Practice of Mathematical Word Problem Solving Strategies for Students At-Risk for Learning Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2008, 9(2), pp.387-404
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

김소희 1

1서울여자대학교

Accredited

ABSTRACT

The purpose of the study is to investigate current practice of mathematical word problem solving instruction for students at-risk for learning disabilities(LD). The survey data gathered from 133 elementary school teachers were analyzed to examine teacher's perception regarding the importance of word problem solving to the students, the extend to which the teachers use and perceive each instructional method/strategy for teaching word problem solving to students with LD. Findings of the study revealed that many teachers perceived the importance of general education teacher's competence for teaching the students. The participants responded that reading comprehension is the most important factors for the students successfully solving word problems. They also reported that, among the methods and strategies listed, instruction using drawings made by the teacher was the strategy the most useful and the most effective. Results showed that there were some strategies showing statistically significant discordance between the extend to use and the perceived effectiveness. Issues and implications regarding the findings were also discussed.

Citation status

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