American students’ continued struggle with math proficiency has led to a body of research defining effective instructional principles for math. Those principles have been incorporated into interventions for students struggling with mathematical word problems. One such intervention utilizes a “cognitive-metacognitive” approach to solving any type of word problem. The “cognitive-metacognitive” approach teaches students to use a set of directive steps to work through a problem and to use a set of self-reflective steps to help the student understand, implement, and monitor each directive step. Solve It!, a commercially available cognitive-metacognitive intervention for word problem-solving, and variations of Solve It! have been found effective for students with various disabilities. Many of the populations that are subject to the existing body of research relating to Solve It! and variations of Solve It! display executive functioning deficits that are targeted by self-reflective steps included in the intervention. Students with attention deficit/hyperactivity disorder (ADHD) are one population that often display executive function deficits; however, no published research has examined the effectiveness of Solve It! or variations of Solve It! with this population. The present study builds on the existing research examining the effectiveness of Solve It! and variations of Solve It! by examining the effectiveness of a variation of Solve It! with three 4th-grade students diagnosed with ADHD.
|Commitee:||Hupp, Stephen, Jewell, Jeremy|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 57/06M(E), Masters Abstracts International|
|Subjects:||Mathematics education, Elementary education|
|Keywords:||ADHD, Cognitive-metacognitive intervention, Math intervention, Word problems|
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