Self-Regulated Math Instructions for Pupils with Learning Disabilities

Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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14

Conventional Instruction; Mathematics Instruction; Learning Disabilities; Special Education; Elementary School Students; Grade 3; Grade 4; Comparative Analysis; Mathematics Tests; Questionnaires; Elementary School Teachers; Problem Solving; Instructional Effectiveness; Gender Differences; Foreign Countries; Student Participation; Metacognition; Thinking Skills

10.1080/2331186X.2016.1262306

2331-186X

In this research, we considered the different impact two methods of teaching had on pupils' ability to solve complex math problems. The methods considered were: self-regulated study and traditional teaching. We also examined the pedagogical consequences the differences made among the population of pupils with learning disabilities in special education classes within the standard elementary school system. In addition, we examined gender difference and its influence on the ability to solve complex math problems. The research assumption was that self-regulated learning will promote pupils' achievements more than the traditional approach because it presents pupils with word problems, research tasks, concept presentation using illustrations and mathematical representations; comprehension of math properties, terms and the conceptual connections between them. The self-regulated approach to learning consists of a process that puts an emphasis on pupils' active engagement with the study material wherein the traditional method of teaching, the emphasis is on the teacher and her frontal teaching time leaving pupils passive. There were forty (40) participants in the study, ranging in age from 9 to 10; all with learning disabilities and attending four different classes (grades 3 to 4). Two of these classes studied math using the self-regulated method, and the other two, the traditional method. The ability to solve challenging math problems was examined using a test that included four challenge questions from a collection of math skills evaluation tests. In addition, teachers were required to fill out a questionnaire that characterized the teaching method they used. The findings revealed that the ability to solve challenge problems in math among pupils that were taught using the self-regulated method was significantly higher than the ability of the pupils that were taught using the traditional method. No significant difference in the ability to solve challenge problems in math was observed based on gender influence. In addition, the differences in this ability did not vary based on gender influence while using either method of teaching. The research concluded with a recommendation to use the self-regulated learning approach in teaching math because it may contribute to the improvement of math strategic thinking and thus impact a variety of phenomena related to this pedagogical field such as reducing school dropout rates, promoting pupils' achievements, and improving social interaction.

As Provided

30

2017

EJ1138224