Computer-Assisted Instruction (CAI) offers the potential to deliver cognitive and meta-cognitive strategies in mathematical word problem-solving for students with mathematics difficulties. However, there is a lack of commercially available CAI programs with cognitive and meta-cognitive strategies for mathematical word problemsolving that pay particular attention to the critical design features for students with mathematics difficulties. Therefore, empirical evidence regarding the effects of CAI program with cognitive and meta-cognitive strategies on the word problem-solving of students with mathematics difficulties has not been found. Considering the imperative need for a CAI program with cognitive and metacognitive strategies for students with mathematics difficulties, an interactive multimedia software, ‘Math Explorer,’ was designed, developed, and implemented to teach one-step addition and subtraction word problem-solving skills to students with mathematics difficulties. Math Explorer incorporates: (a) four-step cognitive strategies and corresponding three-step meta-cognitive strategies adapted from the research on cognitive and meta-cognitive strategies, and (b) instruction, interface, and interaction design features of CAI identified as crucial for successful delivery of cognitive and metacognitive strategies for students with mathematics difficulties. The purpose of this study was to investigate the effectiveness of Math Explorer, which was designed to be a potential tool to deliver cognitive and meta-cognitive strategy instruction in one-step addition and subtraction word problem-solving. Three research questions guided this study: (a) To what extent does the use of Math Explorer affect the accuracy performance of students with mathematics difficulties in grades 2-3 on computer-based tasks with one-step addition and subtraction word problem-solving?, (b) To what extent does the use of Math Explorer generalize to the accuracy performance of students with mathematics difficulties in grades 2-3 on paper/pencil-based tasks with one-step addition and subtraction word problem-solving?, and (c) To what extent does the use of Math Explorer maintain the accuracy performance of students with mathematics difficulties in grades 2-3 on computer- and paper/pencilbased tasks with one-step addition and subtraction word problem-solving? A multiple probe across subjects design was used for the study. Four students with mathematics difficulties participated in the pre-experimental (i.e., introduction; screening test; and computer training I) and experimental (i.e., baseline, computer training II, intervention, and follow-up) sessions over an 18-week period. Each week of the intervention phase, the students received an individual 20- to 30-minute Math Explorer intervention, at most, five days. After each intervention, they took the 10-minute computer- or paper/pencil-based tests developed by the researcher. The intervention phase for each student lasted five to seven weeks. Two weeks after termination of the intervention phase, their accuracy performance on the computer- and paper/pencil-based tests were examined during the follow-up phases. The findings of the study revealed that all four of the students were able to use the cognitive and meta-cognitive strategies to solve the addition and subtraction word problems and improved their accuracy performance on the computer-based tests. Their improved accuracy performance found on the computer-based tests was successfully transferred to the paper/pencil-based tests. About two weeks after termination of the intervention phase, except for one student who had many absences and behavioral problems during the extended intervention phase, the three students successfully maintained their improved accuracy performance during the follow-up phase. Taken together, the findings of the study clearly provide evidence that Math Explorer is an effective method for teaching one-step addition and subtraction word problem-solving skills to students with mathematics difficulties and suggest that the instruction, interface, and interaction design features of CAI program is carefully designed to produce successful mathematical performance of students with mathematics difficulties. Limitations of the research and implications for practice and future research were discussed. / text

The purpose of this study was to investigate the effects of a web-based strategic, interactive computer application (Fun Fraction) on the ability of middle school students with LD, who have mathematics goals on their IEPs, to solve word problems with fractions and multiplication including two factors of a whole number (less than or equal to 4) and proper fractions. A multiple-probe single case research design across subjects was applied for the study. Three middle school students with learning disabilities participated in baseline, intervention, and maintenance test sessions over a 13-week period. Findings showed that there was an experimental effect for all three students, tested on their instructional probes; students' performance improved from baseline to intervention phases after receiving instruction through Fun Fraction. John and Alec reached the mastery level of 80% on two of the three review days. The level of change from baseline to intervention phases ranged from 28.67% to 68.89%. Even through there was no immediacy effect for John, the trend of his data (10.33) revealed a substantial growth in general. Additionally, the percentage of data showing improvement between baseline and intervention phases was 70% for Tiffany, 56% for John, and 100% for Alec. In particular, the improvement trend of Alec's data was statistically significant (Tau[subscript novlap] = 1, p < .05, CI 90% = .341<>1.659). All of them reached 80% accuracy percentage on their one-time maintenance tests. Regarding the three problem types of combine, partition, and compare for each representation and equation question, students struggled the most with combine representation questions and showed relatively better competence in compare equation questions. A learning-related social validity questionnaire and usability questionnaire indicated that students liked learning through Fun Fraction and recognized well the useful interaction design features embedded in Fun Fraction. Cognitive and metacognitive strategy questionnaires also indicated that students liked the represent strategy that allowed students to manipulate the rectangular area model, and students expressed positive views on the thinking process through metacognitive strategies embedded in Fun Fraction. / text

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains viii, 142 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 100-108).

Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 24, 2006. Dissertation Committee: John R. McCarthy, Barbara S. Heyl (co-chairs), Patricia H. Klass, Cherly A. Lubinski. Includes bibliographical references (leaves 107-114) and abstract. Also available in print.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (p. 90-94).

Research shows that pupils experience difficulties with the word problems in their mathematical textbooks. The forms of representations are made visible through the word problems and are vital elements considering the pupils’ understanding of the basic idea of important concepts. The purpose of this study is to provide knowledge about how word problems in mathematical textbooks and their forms of representations can be used by pupils’ as a linguistic tool. Moreover, this research has used a quantitative content analysis where two different textbooks, their word problems and the forms of representations have been analyzed and quantified. The result shows that almost every word problem uses the representation of symbols. Furthermore, the majority of the word problems use the representation of real situations while the representation of picture is less evident. The result also shows that mathematical textbooks can be seen as a linguistic tool for the pupils since mathematical concepts often are expressed through different forms of representation. As a suggestion, teachers’ can complement their mathematical textbooks with external assignments based on the representations of picture situations to develop the pupils’ understanding. / Forskning visar på att elever har svårigheter med läroböckers textbaserade uppgifter. I textbaserade uppgifter synliggörs representationsformer som kan koppla samman med elevers förståelse för matematiska begrepp. Arbetet syftar till att bidra med kunskap kring hur tryckta läroböckers textbaserade uppgifter och deras representationsformer kan ses som ett språkligt stöd i elevernas lärande. Genom en kvantitativ innehållsanalys har två tryckta läroböckers textbaserade uppgifter och deras representationsformer analyserats och kvantifierats.Resultatet visar att nästintill alla de textbaserade uppgifterna använder sig av representationsformen symbol. Majoriteten av de textbaserade uppgifterna använder verkliga situationer. Medan färre textbaserade uppgifter använder sig av den bildliga representationsfomen. Läroböckerna kan ses som ett språkligt stöd för eleven där matematiska begrepp ofta uttrycks genom olika representationsformer. Förslagsvis kan lärare komplettera läroböckerna med egna bildliga representationsformer för att öka elevernas förståelse.

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The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers’ perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students’ cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students’ teachers’ own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study. Implications for iv professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.

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