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The Effect of Comps-Based Problem Posing Intervention On Enhancing Math Performance of Students with Learning Disabilities- [electronic resource]
The Effect of Comps-Based Problem Posing Intervention On Enhancing Math Performance of Students with Learning Disabilities- [electronic resource]
상세정보
- 자료유형
- 학위논문
- Control Number
- 0016932623
- International Standard Book Number
- 9798379837792
- Dewey Decimal Classification Number
- 510
- Main Entry-Personal Name
- Yang, Xuan.
- Publication, Distribution, etc. (Imprint
- [S.l.] : Purdue University., 2020
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2020
- Physical Description
- 1 online resource(96 p.)
- General Note
- Source: Dissertations Abstracts International, Volume: 85-01, Section: B.
- General Note
- Advisor: Xin, Yan Ping.
- Dissertation Note
- Thesis (Ph.D.)--Purdue University, 2020.
- Restrictions on Access Note
- This item must not be sold to any third party vendors.
- Summary, Etc.
- 요약In educational research, the cognitive activity of problem posing is recognized as an important component of mathematics teaching and learning. Compared to the prevailing educational paradigm of problem solving, problem posing features less commonly in classroom instruction. During the past 20 years, numerous studies examining the use of problem posing in school mathematics instruction have documented positive outcomes in terms of students' knowledge, problem-solving abilities, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LDs). This study describes a problem-posing intervention that draws on existing Conceptual Model-based Problem Solving program (COMPS, Xin, 2012) and conceptual research into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured problem posing situations. The study applies a single-subject multiple-baseline design across three participants to investigate the effects on participants' word problem solving and problem posing skills. The results showed that all three students demonstrated increased math performance on both problem solving and problem posing tests when the COMPS-based Problem Posing intervention was used. In addition, both immediate and maintenance effects on student learning were noted.
- Subject Added Entry-Topical Term
- Mathematics education.
- Subject Added Entry-Topical Term
- Teaching.
- Subject Added Entry-Topical Term
- Graphs.
- Subject Added Entry-Topical Term
- Learning disabilities.
- Subject Added Entry-Topical Term
- Mathematical problems.
- Subject Added Entry-Topical Term
- Disability studies.
- Subject Added Entry-Topical Term
- Education.
- Subject Added Entry-Topical Term
- Mathematics.
- Subject Added Entry-Topical Term
- Special education.
- Added Entry-Corporate Name
- Purdue University.
- Host Item Entry
- Dissertations Abstracts International. 85-01B.
- Host Item Entry
- Dissertation Abstract International
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:642932
MARC
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■007cr#unu||||||||
■020 ▼a9798379837792
■035 ▼a(MiAaPQ)AAI30504736
■035 ▼a(MiAaPQ)Purdue13105250
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a510
■1001 ▼aYang, Xuan.
■24510▼aThe Effect of Comps-Based Problem Posing Intervention On Enhancing Math Performance of Students with Learning Disabilities▼h[electronic resource]
■260 ▼a[S.l.]▼bPurdue University. ▼c2020
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2020
■300 ▼a1 online resource(96 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: B.
■500 ▼aAdvisor: Xin, Yan Ping.
■5021 ▼aThesis (Ph.D.)--Purdue University, 2020.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aIn educational research, the cognitive activity of problem posing is recognized as an important component of mathematics teaching and learning. Compared to the prevailing educational paradigm of problem solving, problem posing features less commonly in classroom instruction. During the past 20 years, numerous studies examining the use of problem posing in school mathematics instruction have documented positive outcomes in terms of students' knowledge, problem-solving abilities, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LDs). This study describes a problem-posing intervention that draws on existing Conceptual Model-based Problem Solving program (COMPS, Xin, 2012) and conceptual research into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured problem posing situations. The study applies a single-subject multiple-baseline design across three participants to investigate the effects on participants' word problem solving and problem posing skills. The results showed that all three students demonstrated increased math performance on both problem solving and problem posing tests when the COMPS-based Problem Posing intervention was used. In addition, both immediate and maintenance effects on student learning were noted.
■590 ▼aSchool code: 0183.
■650 4▼aMathematics education.
■650 4▼aTeaching.
■650 4▼aGraphs.
■650 4▼aLearning disabilities.
■650 4▼aMathematical problems.
■650 4▼aDisability studies.
■650 4▼aEducation.
■650 4▼aMathematics.
■650 4▼aSpecial education.
■690 ▼a0280
■690 ▼a0201
■690 ▼a0515
■690 ▼a0405
■690 ▼a0529
■71020▼aPurdue University.
■7730 ▼tDissertations Abstracts International▼g85-01B.
■773 ▼tDissertation Abstract International
■790 ▼a0183
■791 ▼aPh.D.
■792 ▼a2020
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16932623▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
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