Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students. (May 2015)

• Record Type: Journal Article
• Authors: Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.
• Other Names: Bryant Diane Pedrotty guest-editor.; Bryant Brian R. guest-editor.; Pfannenstiel Kathleen Hughes guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 50:Number 5(2015:May)
• Page Start: 291
• Page End: 296
• Publication Date: 2015-05
• Subjects: mathematics -- word problem solving -- cognitive strategy instruction -- mathematics difficulties -- learning disability; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451214560890
• Languages: English
• ISSNs: 1053-4512

Abstract

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word problems that employ specific word problem types. The cognitive strategy, Math Scene Investigator (MSI), is an example of a cognitive strategy for word problem solving. The MSI strategy described in this paper is suitable for primary-level students with mathematics difficulties and LD. Instructional steps are provided along with an example of an interactive lesson.