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Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth
11 University of Miami, Coral Gables, FL, USA.
Journal of Learning Disabilities
|May 12, 2016
Summary
A modified cognitive strategy intervention improved math problem-solving skills for students with learning disabilities (LD). The intervention showed significant gains in the initial phase, benefiting diverse learners in inclusive classrooms.
Area of Science:
- Educational Psychology
- Special Education
- Mathematics Education
Background:
- Students with learning disabilities (LD) often struggle with mathematical problem-solving.
- Existing cognitive strategy interventions require modification for diverse learners in inclusive settings.
Purpose of the Study:
- To evaluate a modified cognitive strategy instructional intervention for improving math problem-solving skills.
- To assess the intervention's efficacy across average-achieving (AA), low-achieving (LA), and LD students.
- To examine the impact of specific modifications: increased explicitness, metacognition emphasis, prerequisite focus, extended duration, and visual supports.
Main Methods:
- A modified cognitive strategy intervention was implemented by general education math teachers in inclusive classrooms.
- Participants included fifth and sixth graders: AA, LA, and students with LD.
- Curriculum-based measures (CBMs) of math problem-solving were administered five times.
- A multilevel model analyzed student progress on CBMs.
Main Results:
- Initially, intervention group CBM scores were lower than the comparison group.
- Intervention students demonstrated significantly greater improvement in the first phase of the study.
- No significant differences in progress were observed between groups in the second phase.
Conclusions:
- The modified cognitive strategy intervention shows promise for enhancing mathematical problem-solving in diverse student populations.
- Instructional modifications, including metacognitive strategies and visual supports, appear beneficial.
- Further research is needed to refine the intervention and explore long-term effects.
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