Expanding the Agenda in Mathematics Problem Solving for Students with Mild Disabilities: Suggestions for Method and Content

Authors

  • Teresa E. Foley
  • Rene S. Parmar
  • John F. Cawley

Abstract

This is the first of two papers that develop a framework and encourage discussion of research and programmatic concerns on arithmetic word problem solving. The two papers include a comprehensive framework for expanding the traditional three to five sentence word problem into a scheme that assures problems will be of a variety of structures and characteristics. A second framework, which utilizes a variety of alternative representations for the presentation, processing, and response modes of problem solving, is presented in a companion paper (Foley, Parmar, & Cawley, in press).

Research indicates that students with disabilities require more comprehensive and intensive curricula and instruction if they are to approach the performance levels of their peers who achieve 'at an average level. Issues and suggestions for future research and implementation are provided within the areas of (a) theorybased models for problem solving, (b) using more student-centered or discovery approaches to teaching, (c) raising the quality of the dependent variables, (d) raising standards for success indicators, and (e) considering the diverse characteristics of students. This paper describes a curriculum framework and teaching process that incorporates learning activities and models guided by diverse philosophies and retains sonle of the structure desired by teachers of students with disabilities. Suggestions for assessment of higher order learning are also included, taking into consideration a variety of components of language and reasoning, independent of computation.

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Issue

Vol. 12 No. 3 (2003)

Section

Articles

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