Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability

The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integ...

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Bibliographic Details
Published in:Journal of learning disabilities 2014-03, Vol.47 (2), p.103-115
Main Author: Krawec, Jennifer L.
Format: Article
Language:English
Subjects:
Accuracy
Achievement
Adolescent
Biological and medical sciences
Child clinical studies
Cognitive ability
Developmental disorders
Educational psychology
Elementary school students
Female
Fundamental and applied biological sciences. Psychology
Grade 8
Humans
Learning disabilities
Learning disabled students
Learning disorders
Learning Disorders - physiopathology
Low Achievement
Male
Mathematical Concepts
Mathematical problems
Mathematics education
Medical sciences
Middle school students
Problem solving
Problem Solving - physiology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopathology. Psychiatry
Pupil and student. Academic achievement and failure
Special education
Students
Students with disabilities
Visual representation
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Summary:The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.
ISSN:0022-2194
1538-4780
DOI:10.1177/0022219412436976