The Effects of Instruction on Solving Mathematical Word Problems for Students with Learning Problems.
Students with learning disabilities have trouble in one or more different areas when it comes to their studies. These trouble areas must be assisted through specific methods. This article provides a combination of word-problem-solving intervention research based on samples taken from students with learning problems, ranging from students with mild disabilities to children who are at risk for school failure. Recent studies have reported that many difficulties seen in students with mild disabilities focus on several aspects of mathematics. The study discussed in this article was based on five questions, which are as follows: 1. What is the general effectiveness of word-problem- solving interventions (e.g., representation, strategy training, CAI) for teaching students? 2. Is intervention effectiveness related to important student characteristics (i.e., grade/age, IQ level, or classification label)? 3. Are treatment outcomes related to instructional features, such as (a) setting, (b) length of treatment, (c) instructional arrangement, (d) implementation of instruction, (e) word-problem task, and (f) student-directed intervention? 4. Is there a relationship between methodological features (publication bias, group assignment) and effect size? 5. What is the effectiveness of word-problem solving instruction in fostering skill maintenance and generalization? Are skill maintenance and generalization functions of instructional features (e.g., treatment length)? This study was based on the results of many students and suggested many options for applying methods of mathematical instruction to students with learning disabilities in a general education setting. .
I feel in order for me to be a successful teacher I should be able to meet the needs of all my students. However, these needs will change throughout the years that I will be teaching, and the ways in which these needs can be met will change as well.