Effects of Solve It! Instruction on Math Problem-Solving Processes of Middle School Students With a Learning Disability

• In Event: Mathematics Instruction for Students With Disabilities

Abstract

The present study investigated the effects of an intervention (Solve It!) on middle school students’ knowledge of cognitive processes underlying effective and efficient math problem solving. Previous studies demonstrated that students of varying ability (average-achieving students, low-achieving students, students with learning disabilities) who received the intervention outperformed comparison students on curriculum-based measures of math problem solving. Results of the present study indicated that students who received the intervention reported significantly more strategies than comparison group students and that there were some differences among ability groups. Discussion will focus on explaining improved math problem- solving performance for the ability groups and also on implications of the findings for instruction.

Authors

• Marjorie Montague, University of Miami

• Jennifer Lee Krawec, University of Miami

• Benikia Kressler, University of Miami