Effects of Daily Mathematical Problem Solving Instruction on High School Special Education Students
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Type of Work42 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Mathematics -- Study and teaching -- Research
Children with disabilities -- Education -- Research
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.