Effects of general education teacher-delivered embedded instruction to teach students with intellectual disability to solve word problems

Abstract As classrooms begin to adopt a greater number of digital technologies such as computers and tablets, it is important for educators to understand how effective such tools can be in aiding in the delivery of instruction to students who struggle in mathematics, such as those identified with a learning disability in mathematics. One digital‐based instructional strategy with a limited research base for students with a learning disability is video modeling. Through a single subject alternating treatments design, this study compared the use of video modeling to face‐to‐face explicit instruction for teaching geometry word problems to three secondary students with a learning disability in mathematics. Across 10 sessions of intervention, all three students demonstrated improved performance on all dependent variables with both interventions, while the explicit instruction condition produced slightly greater accuracy scores for two of the three students. The results and their implications for the field of mathematics are discussed.

10.1111/ldrp.12189

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Teaching Algebra with a Functional Application to Students with Moderate Intellectual Disability.

Education and training in autism and developmental disabilities (2019)

Suzannah M. Chapman Melinda Jones Ault Amy D. Spriggs Brian A. Bottge Sally B. Shepley

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Teacher to Teacher: The Learning Connection: Talk-throughs

The Arithmetic Teacher (1992)

R. Kay Vetter

For the last two years, I have been implementing as much peer teaching as possible in my fourth -grade classroom. Teaching in a self-contained room, I have seen benefits in all subject areas, but I have to say that the area of most benefit has been mathematics.

10.5951/at.40.3.0168

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Putting the Student into the Word Problem: Microcomputer-Based Strategies that Personalize Math Instruction.

Focus on learning problems in mathematics (1988)

Steven M. Ross

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Using Data to Learn about Concrete-Semiconcrete-Abstract Instruction for Students with Math Disabilities.

Learning Disabilities Research and Practice (1993)

Susan Miller Cecil D. Mercer

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Helping Students with Learning Disabilities Make Sense of Word Problems

Intervention in School and Clinic (2001)

Mary Anne Gallagher Landi

The mathematics education of students with learning disabilities has emphasized computation skills at the expense of problem-solving skills. Fortunately, instructional practices exist that assist students with learning disabilities in solving word problems. These students have special difficulty with representational skills required for problem solving such as paraphrasing, visualizing, and hypothesizing. A 4-step strategy for teaching problem representation skills is presented. The cognitive skills required for each step are identified, and for each skill, a recommended activity and example are presented. The strategy, skills, activities, and examples presented are based on the research and are offered as suggestions for developing mathematics instruction that better meets the needs of students with learning disabilities.

Cognitive skill

Representation

Study skills

10.1177/105345120103700103

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Teaching Representation and Solution of Algebraic Word Problems to Learning Disabled Adolescents.

Nancy L. Hutchinson Peter W. Hemingway

Representation

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