Krawec Jennifer L
1Missouri State University, Springfield, MO, USA.
J Learn Disabil. 2014 Mar-Apr;47(2):103-15. doi: 10.1177/0022219412436976. Epub 2012 Mar 5.
The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.
本研究的目的是考察学习障碍学生（LD，n = 25）、低成就学生（LA，n = 30）和中等成就学生（AA，n = 29）在解决数学问题方面的差异。主要关注点是分析学生在解决问题时用于转换和整合问题信息的过程。使用研究人员修改版的数学处理工具对八年级学生的释义、视觉表征和解决问题的准确性进行了测量。结果表明，LD学生和LA学生在处理信息方面都存在困难，但LD学生在释义相关信息方面明显比他们的LA同伴更弱。释义和视觉表征准确性各自在解决问题的准确性方面占了统计学上显著的方差量。最后，相关信息的视觉表征对解决问题准确性的影响取决于能力；具体而言，对于LD学生，生成准确的视觉表征与解决问题的准确性之间的关联比AA学生更强。文中讨论了对有和没有学习障碍的学生的教学启示。
