Mathematical Word Problem Solving : Comparing Strategies for Improving Performance of Students with Learning Difficulties

다국어 초록 (Multilingual Abstract)

Three strategies for solving mathematical word problems were compared in terms of their effectiveness on the performance of students experiencing mathematical problem solving difficulties. Cognitive strategy, drawing strategy, and keyword strategy were compared using a modified simultaneous treatment design. In Phase 1 of the study, students were matched and assigned to one of the three groups (n=3/grp.) and each group received instruction in one of the three strategies. Results showed that the keyword strategy was most effective in helping students solve word problems with greater accuracy and fluency. In Phase 2 the cognitive and the drawing strategy groups received the keyword strategy instruction. Both groups of students demonstrated salient increases following intervention. All three groups of students maintained improved levels of performance one month after the intervention.

목차 (Table of Contents)

• TABLE OF CONTENTS
• CHAPTER 1 INTRODUCTION = 1
• Definition of Problem Solving and Word Problems = 2
• Teaching Mathematical Problem Solving to All Students = 3
• Word Problem Solving and Students Experiencing Learning Difficulties = 5
• Research on Word Problem Solving Instruction = 8
• Statement of the Purpose = 10
• CHAPTER 2 REVIEW OF THE LITERATURE = 12
• Conceptual Understanding of Problem Solving = 13
• Strategies for Mathematical Word Problem Solving = 18
• Other Methods and Strategies for Word Problem Solving = 28
• Summary = 44
• CHAPTER 3 METHODOLOGY = 49
• Participants = 50
• Settings = 52
• Materials = 52
• Procedures = 61
• Design and Data Analysis = 82
• CHAPTER 4 RESULTS = 86
• The Effects of Three Problem Solving Strategies = 86
• Analysis of Individual Student Data = 99
• Student Performance Across Problem Types = 113
• Social Validity Measures = 119
• CHAPTER 5 DISCUSSION = 130
• Research Questions = 131
• Performance on Three Different Problem Types = 139
• Implications to Practice = 144
• Future Research = 146
• Limitations of the Study = 149
• Conclusion = 150
• REFERENCES = 152