The effects of meta-cognitive strategy instruction on solving mathematical word problems of elementary school students with mathematics disabilities

• Main Author: 賴姵靜
• Other Authors: 洪雅惠
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/68208977640232554831

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 97 === This study examined the effectiveness of meta-cognitive strategy instruction on solving mathematical word problem of elementary school students with mathematics disabilities (MD). In addition, the problem solving processes of students with MD were observed and analyzed. The meta-cognitive strategy was adapted by the researcher from the cognitive-meta-cognitive strategies for mathematical problem solving by Montague (1992, 1995, 1997). The research design used in the study was a multiple probe across participants. The experimental phases included baseline, generalization, and maintenance. Three students with MD in Grade 4 participated in the study. The results indicated that all students’ word problem solving performance increased. Moreover, the students generated and used the meta-cognitive strategy to solve word problems. Overall the students were very satisfied with the instruction and would continue to use strategy to solve word problems in other classroom settings.