EFFECTS OF THE SOLVE STRATEGY ON THE MATHEMATICAL PROBLEM SOLVING SKILLS OF SECONDARY STUDENTS WITH LEARNING DISABILITIES
1 online resource (189 pages) : PDF
University of North Carolina at Charlotte
Students with learning disabilities are most typically characterized as struggling readers (i.e., 80-90% of students are identified on the basis of reading failure; LD OnLine, 2008 Lerner, 1989; Lyon, Fletcher, Shaywitz, Torgesen, Wood, et al., 2001); however, as many as 50% of students with learning disabilities have IEP goals in the area of mathematics suggesting that general curricula in mathematics present a relevant barrier to the success of this population (Geary, 1999). Given that expectations in the era of the Common Core State Standards promote higher achievement in mathematics, specifically Algebraic thinking (CCSS, 2012), secondary curriculum in the area of Algebra presents a hurdle for students with a specific learning disability to keep pace with peers and graduate on time.This study investigated the effects of the SOLVE Strategy on the mathematical problem solving skills of secondary students with disabilities. A multiple probe across participants design was employed to determine the impact of the independent variable (i.e., instruction in the SOLVE Strategy) on the primary dependent variables (i.e., strategy use, correct response). The intervention was implemented with six 8th grade students with specific learning disabilities. Results indicated a functional relation between SOLVE Strategy usage and improved problem solving performance for all six target students. Additionally, all participants were able to generalize the SOLVE Strategy to other mathematic topics and concepts, and the teacher and students felt the intervention was socially acceptable. Finally, limitations of the study, suggestions for future research, and implications for practice are provided.
Special educationMathematicsEducation, Secondary
EquationsLearning DisabilitiesProblem SolvingSecondary
Wood, CharlesJordan, LuAnnPolly, Drew
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2013.
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