Date Approved
5-19-2015
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Learning Disabilities
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Kuder, S. Jay
Subject(s)
Algebra--Study and teaching; Learning disabled teenagers
Disciplines
Special Education and Teaching
Abstract
The purpose of the study was to examine if Solve It! instruction, a cognitive based strategy instruction program, along with a graphic organizer would increase students understanding of mathematical word problems in the high school classroom setting. The study implemented a pretest-posttest design. There were sixteen participants in the intervention group as well as sixteen students in the control group. The study took place in four different resource mathematics classrooms. The independent variable was a modified version of Solve It! instruction while the dependent variable was a curriculum-based measurement created by the intervention and control group teachers. Overall, all students showed progress throughout the twenty-six day study, however students who were exposed to the intervention showed significantly greater gains.
Recommended Citation
DeVecchis, Joseph, "The effects of cognitive strategy instruction on math problem solving of high school students with learning disabilities" (2015). Theses and Dissertations. 503.
https://rdw.rowan.edu/etd/503
