Effects of Daily Mathematical Problem Solving Instruction on High School Special Education Students
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2014-07
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Masters of Education
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Abstract
The purpose of this study was to determine the impact of two variations of daily mathematical
word problem instruction on high school special education students in self-contained algebra
classes. One group of students received instruction on word problems that was designed around
student interests, while the other group received instruction using generic word problems from
the curriculum. The measurement tools were parallel 12 item pre- and posttests comprised of
items reflecting six major types of algebraic word problems. The pretest, given prior to
treatment, was followed by six weeks of instruction on mathematical problem solving using the
5-Step Problem Solving Plan. The posttest was given at the end of treatment. The results of the
study indicated that both groups of students showed gains in mathematical understanding and
written expression. However, there was no significant difference in mean achievement gains of
the students who were instructed using real life personalized problems and those who were
instructed using generic problems. Research should continue to assess ways to develop effective
strategies for improving the mathematical problem-solving skills of special education students.