Cognitive Strategy Instruction for Mathematical Word Problem-solving of Students with Mathematics Disabilities in China

Abstract

This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with mathematics disabilities only, students with both mathematics and reading disabilities, as well as average- and high-achieving students. Results showed that students at all ability levels (except high-achieving students) in the treatment group outperformed significantly their counterparts in the comparison group; the intervention effect was stronger for students with mathematics disabilities only than for those with both mathematics and reading disabilities. The present study indicates that CSI is a contextually and pedagogically appropriate model that has a strong potential to improve mathematical word problem solving.

Keywords:

• China
• fourth-grade students
• cognitive strategy instruction
• mathematical word problem solving
• mathematics disabilities
• metacognitive strategies
• intervention

Acknowledgements

The findings reported here are based on research conducted as part of [the Cognitive Characteristics and Intervention on the Mathematical Word Problem-solving of Students with Mathematics Disabilities] funded by Fundamental Research Funds for the Central Universities under Grant No. CCNU13A03015 to the Central China Normal University, and no restrictions have been imposed on free access to, or publication of, the research data. The content of this publication does not necessarily reflect the views or policies of Fundamental Research Funds for the Central Universities, nor does mention of trade names, commercial products, or organizations imply endorsement by Fundamental Research Funds for the Central Universities. Opinions reflect those of the author(s) and do not necessarily reflect those of the funding agency.

Disclosure statement

No potential conflict of interest was reported by the author.