Date Approved

5-24-2019

Embargo Period

6-4-2019

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Shuff, Midge

Subject(s)

Metacognition in children; Word problems (Mathematics); Learning disabled children--Education

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

The purpose of this study was to determine the effectiveness of the Question Formulation Technique (QFT) on students' open-ended, written response questions in mathematics in a 4th grade inclusion classroom. Four students, three male and one female, participated in the study. All students were classified with specific learning disabilities (SLD) or other health impaired (OHI). Experimental research design was used. A baseline was collected using students previous written response scores.

The QFT was implemented over the course of three math chapters. Students were assessed after each chapter with three open-ended, written response problems. The results show that each students average score increased after implementation of the Question Formulation Technique. Further research is needed to determine the extent to which the Question Formulation Technique is responsible for a change in student achievement.

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