TY - JOUR

T1 - Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities

T2 - A Literature Review

AU - Hwang, Jiwon

AU - Riccomini, Paul J.

N1 - Publisher Copyright:
© 2016 The Division for Learning Disabilities of the Council for Exceptional Children

PY - 2016/8/1

Y1 - 2016/8/1

N2 - Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem-solving tasks as well as generalizing to different contexts; both requirements are particularly challenging for many students with learning disabilities. An in-depth review of research was completed to (1) demonstrate how interventions targeting mathematical problem solving are categorized into heuristic, semantic, or authentic approaches; (2) explore the degree to which generalization is presented in each approach; and (3) determine the efficacy of each intervention approach. Experimental studies (n = 17) demonstrating the effects of interventions designed to enhance mathematical problem solving for secondary students with or at risk of learning disabilities were analyzed. Findings indicate that the efficacy of the three intervention approaches varies, and that the real-world connections differ. Implications for research and practice are discussed.

AB - Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem-solving tasks as well as generalizing to different contexts; both requirements are particularly challenging for many students with learning disabilities. An in-depth review of research was completed to (1) demonstrate how interventions targeting mathematical problem solving are categorized into heuristic, semantic, or authentic approaches; (2) explore the degree to which generalization is presented in each approach; and (3) determine the efficacy of each intervention approach. Experimental studies (n = 17) demonstrating the effects of interventions designed to enhance mathematical problem solving for secondary students with or at risk of learning disabilities were analyzed. Findings indicate that the efficacy of the three intervention approaches varies, and that the real-world connections differ. Implications for research and practice are discussed.

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U2 - 10.1111/ldrp.12105

DO - 10.1111/ldrp.12105

M3 - Article

AN - SCOPUS:84976867056

VL - 31

SP - 169

EP - 181

JO - Learning Disabilities Research and Practice

JF - Learning Disabilities Research and Practice

SN - 0938-8982

IS - 3

ER -