The effects of strategic training on improving multiplication strategic development in children with math difficulties
Abstract
The purpose of the present study was to examine the effectiveness of a constructive strategic training program on improving students’ performance in solving multiplication problems. The participants were three third graders with math learning difficulties. In this teaching experiment design study, microgenetic approach was employed to analyze students’ improvement in strategic development and problem solving accuracy. The instruction components included TA (constructive task assignment) and OFSD (encouraging students to use Own strategy to solve problems, providing Feedback, asking for students’ Self-explanations and Demonstration of strategies when needed). The results showed that the three participants began the intervention on different strategic developmental levels and consequently were given differentiated tasks to promote their strategic development during the intervention. It was found that all three participants improved their problem solving accuracy, use of advanced strategies, and flexibility in choosing backup strategies.
Degree
Ph.D.
Advisors
Xin, Purdue University.
Subject Area
Mathematics education|Special education
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