| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 97 === The Effects of Cognitive Problem-Solving Strategies on One-Variable Linear Equation Word Problems for Junior High School Students with Mathematical Learning Disabilities.
Abstract
The purpose of this study was to explore the effect of cognitive-solving strategies for Junior High School Students with mathematical learning disabilities to solve one-variable linear equation word problems. The cognitive problem-solving strategies were referred to from the process of solving a problem of Mayer(1992). It included six steps: Reading the topic, analyzing, drawing, displaying equation, calculating and checking. A multiple-probe design across subjects was used to design the teaching experiment procedure and analysis the treatment effects. The method of visual analysis was used to explore students, performance in one-variable linear equation word problems. In addition, the tests of all question types were scored to evaluate students’ performance in solving problems. The results of this study were as following:
1. The cognitive-strategy instruction was successful in
increasing the scores on the One-Variable Linear Equation word problems for the students with learning disabilities.
2. After instruction, the performance of three subjects on different types of one-variable linear equation word problems has significant differance.
3. After one week of instruction, the effect of cognitive-strategy instruction remains.
4. After instruction, the mathematical learning disabled students would decrease the use of key-word strategy. In addition , the instruction would promote the use of comprehending and diagram strategies.
Based on the study results, some suggestions were brought up as teaching and correlated study in the future.
Keywords：cognitive problem-solving strategies, mathematical learning disability, multiplication and division word problem
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