Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

Freeman‐Green, Shaqwana; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

doi:10.1111/ldrp.12054

Cited by 40 publications

(49 citation statements)

References 36 publications

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“…IP focuses on general processes in mathematics learning, not on specific mathematical content areas. Strategic instruction, a major aspect of information processing, has researched the general heuristics through which students solve word problems [21]. According to a review of IP research [18], IP typically uses experimental quantitative methodologies to understand human processing.…”

Section: Historical Roots Of Mathematics Educationmentioning

confidence: 99%

“…By following and demonstrating these processes, students learn to solve problems successfully. For example, Freeman-Green et al [21] (2015) described an intervention using a scripted problem solving routine called SOLVE. They found that explicit instruction in this problem solving routine was effective in increasing the problem solving skills of six secondary students with learning disabilities.…”

Section: Behavioral Theoretical Orientationmentioning

confidence: 99%

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Conceptualizations of Students with and without Disabilities as Mathematical Problem Solvers in Educational Research: A Critical Review

Lambert

Tan

2017

Education Sciences

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Students with disabilities are often framed as "the problem" and have limited opportunities to engage in standards based mathematics, leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing theoretical perspectives, while for those without disabilities, problem solving was understood primarily through constructivist and sociocultural perspectives. While 86% of research on problem-solving including students with disabilities was quantitative, only 35% of research on students without disabilities was quantitative. Fifty percent of problem-solving research on students without disabilities was qualitative, compared to only 6% of research on students with disabilities. Problem solving, then, is studied in very different ways for learners with and without disabilities. Students without disabilities are studied through close analysis of learning, often individual. Students with disabilities are most often studied quantitatively, in groups, with little analysis of individual thinking. By offering only a limited range of methods and theoretical orientations, this research divide reifies deficit constructions of students with disabilities.

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Section: Historical Roots Of Mathematics Educationmentioning

confidence: 99%

Section: Behavioral Theoretical Orientationmentioning

confidence: 99%

Conceptualizations of Students with and without Disabilities as Mathematical Problem Solvers in Educational Research: A Critical Review

Lambert

Tan

2017

Education Sciences

View full text Add to dashboard Cite

show abstract

“…The ability to solve problems will be achieved optimally if it is balanced by the presence of positive characters in the students. Some character values which need to be possessed by the students in this case are honesty, perseverance, not easy to give up, democratic and able to work together (Freeman Green, O'Brien, Wood -& Hitt, 2015;Rokhman et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Local wisdom-oriented problem solving learning model to improve mathematical problem solving ability

Parwati

Sudiarta

Mariawan

et al. 2018

J. Technol. Sci. Educ.

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The aim of this study was to describe and to test the effect of problem solving learning model oriented toward Balinese local wisdom (PSBLW) and type of mathematics problems (open and closed problems) on the ability to solve mathematics problem of the fifth grade students of elementary in Singaraja. This quasi-experimental research used non-equivalent control group design with pretest and posttest. The data were analyzed with factorial 2x2 analysis of covariance (Anacova). The sample consisted of the fifth grade students of Elementary School with the total of 152 students spread into 4 classes. The sample was selected by cluster random sampling. The data were collected using mathematics problem solving ability test at the 5% significance level (α = 0.05). The statistical analysis was done with the aid of SPSS 16.0 for Windows. The results showed that (1) the ability, may to solve mathematics problems of the students who learned through PSBLW is higher than those who learned through direct instructional model; (2) the students’ability to solve problems facilitated with open mathematics problems was higher than that with closed mathematics problems. The conclusion is local wisdom-oriented problem solving learning model efective to improve mathematical problem solving ability.

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“…By following and demonstrating these processes, students learn to solve problems successfully. For example, Freeman-Green, O'Brien, Wood, and Hitt [21] (2015) described an intervention using a scripted problem solving routine called SOLVE. They found that explicit instruction in this problem solving routine was effective in increasing the problem solving skills of 6 secondary students with learning disabilities.…”

Section: Behavioral Theoretical Orientationmentioning

confidence: 99%

“…In general, IP focuses on general processes in mathematics learning, not in specific mathematical content areas. Strategic instruction, a major aspect of information processing, has researched the general heuristics through which students solve word problems [21]. According to a review of IP research [18], IP typically uses experimental quantitative methodologies to understand human processing.…”

Section: Historical Roots Of Mathematics Educationmentioning

confidence: 99%

Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review

Lambert¹,

Tan²

2017

Preprint

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Students with disabilities are often framed as "the problem" and have limited opportunities to engage in standards based mathematics leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing theoretical perspectives, while for those without disabilities, problem solving was understood primarily through constructivist and sociocultural perspectives. While 86% of research on problem-solving including students with disabilities was quantitative, only 35% of research on students without disabilities was quantitative. 50% of problem-solving research on students without disabilities was qualitative, compared to only 6% of research on students with disabilities. Problem solving, then, is studied in very different ways for learners with and without disabilities. Students without disabilities are studied through close analysis of learning, often individual. Students with disabilities are most often studied quantitatively, in groups, with no analysis of individual thinking. By offering only a limited range of methods and theoretical orientations, this research divide reifies deficit constructions of students with disabilities.

show abstract

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

Cited by 40 publications

References 36 publications

Conceptualizations of Students with and without Disabilities as Mathematical Problem Solvers in Educational Research: A Critical Review

Conceptualizations of Students with and without Disabilities as Mathematical Problem Solvers in Educational Research: A Critical Review

Local wisdom-oriented problem solving learning model to improve mathematical problem solving ability

Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review

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