TY  - CHAP
AB  - Abstract While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving tasks are much more challenging to remediate than computational and procedural skills. Given the complexities involved in authentic problem-solving activities emphasized in current mathematics standards and the inherent challenges presented to students with LD, the importance of using strategies and techniques guided by evidence-based practices is paramount. Yet, ineffective instructional strategies for problem solving are still widespread in both mathematics curricula and available teacher resources. In this chapter, we provide a description of a commonly used ineffective problem-solving strategy (i.e., the keyword strategy), an overview of the keyword research, and an explanation for its ineffectiveness. We conclude with a description of three evidenced-based problem-solving approaches and practices that significantly improve the mathematical performance of students with LD.
VL  - 29
SN  - 978-1-78635-125-8, 978-1-78635-126-5/0735-004X
DO  - 10.1108/S0735-004X20160000029003
UR  - https://doi.org/10.1108/S0735-004X20160000029003
AU  - Riccomini Paul J.
AU  - Hwang Jiwon
AU  - Morano Stephanie
PY  - 2016
Y1  - 2016/01/01
TI  - Developing Mathematical Problem Solving through Strategic Instruction: Much More Than a Keyword
T2  - Instructional Practices with and without Empirical Validity
T3  - Advances in Learning and Behavioral Disabilities
PB  - Emerald Group Publishing Limited
SP  - 39
EP  - 60
Y2  - 2024/05/04
ER  -