The Effects of Cognitive and Metacognitive Strategy Instruction on the Math Word Problem Solving for Elementary School Students with Learning Disabilities

• Main Authors: Yi-Ting Chang, 張依婷
• Other Authors: Tsui-Hwa Lu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/24683144169953723535

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 102 === The purpose of this study was to explore the effects of using cognitive and metacognitive strategy to learn math word problem solving for elementary school sixth graders students with learning disabilities. The withdrawal design method (A-B-A') has been used in this study. The subjects were two sixth graders students with learning disabilities in a Taipei City elementary school. Six sub-skills including reading, highlight key words, diagrams representing problems, planning, calculation and checking were referred from Montague’s cognitive and metacognitive strategy. The independent variable was the cognitive and metacognitive strategy and the dependent variable were the immediate and maintenance effects of math word problem solving and the acquisition of the cognitive and metacognitive strategy. Data were analyzed by visual analysis. The major findings of the study were summarized as follows: 1. After receiving the cognitive and metacognitive strategy instruction, the elementary school sixth graders students with learning disabilities had shown immediate and maintenance effects on math word problem solving. 2. After receiving the cognitive and metacognitive strategy instruction, the elementary school sixth graders students with learning disabilities had shown immediate and maintenance effects on two-step math word problem solving. 3. After receiving the cognitive and metacognitive strategy instruction, the elementary school sixth graders students with learning disabilities had shown immediate and maintenance effects on three- step math word problem solving. 4. The acquisition of the cognitive and metacognitive strategy on the elementary school sixth graders students with learning disabilities had shown immediate and maintenance effects. 5. The elementary school sixth graders students with learning disabilities had shown effective acquisition with six subs-kills of the cognitive and metacognitive strategy. Finally, based on the results of this study, some suggestions were provided for instruction and future studies.