The Effects of Self-Regulated Strategy Development on Mathematical Writing for Students With Mathematics Difficulties

• In Event: Research on Inclusive Math and Literacy Instructional Practices in Special Education

Abstract

This Study explored the effectiveness of Self-regulated Strategy Development (SRSD) in improving mathematical writing (MW) performance for three 7th grade students with mathematics difficulties (MD). Twelve lessons were taught by a special education teacher, focusing on the utilization of a researcher-created MW strategy to support students’ performance in multiplicative problem solving and reasoning. A multiple probe design across the participants was employed to visualize the functional relations between the intervention and dependent measures. Following the intervention, all students demonstrated improvements in their MW performance. They wrote longer paragraphs, skillfully used the strategy, and showed qualitative enhancements in their written responses. However, the maintenance and generalization effects varied among the students. Implications for practices and future research will be discussed.

Authors

• Joo Young Lee, University of Maine

• Jiyeon Park, Eastern Kentucky University

• Elizabeth M. Hughes, Pennsylvania State University