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Article de revue:
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ID no. (ISBN etc.): 13668250
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Clé de citation BibTeX: Chung2005
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Chung, K. K. H., & Tam, Y. H. (2005). Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual & Developmental Disability, 30(4), pp. 207–216.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:01 Dernièrement modifiée par: Sterenn Audo 2008-02-13 15:31:44
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Catégories: Apprentissage mathématiques, Full text, Résolution de problèmes
Descripteurs: CHINA, DEVELOPMENTAL disabilities, EDUCATION, HONG Kong (China), Learning, MATHEMATICS, problem solving, STUDENTS with disabilities, THOUGHT experiments, WORD problems (Mathematics)
Auteurs: Chung, Tam
Collection: Journal of Intellectual & Developmental Disability
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Nombre de vues: 408
Popularité: 37.02%
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Résumé
Background This study examined the effects of different approaches to teaching learners with mild intellectual disabilities to solve mathematical word problems. Method Thirty Chinese students with mild intellectual disabilities from a special school in Hong Kong were taught using conventional instruction, worked example instruction, and cognitive strategy instruction. A cross‐subjects experimental design was used to compare the effects of the three instructional approaches on immediate and delayed tests. Results Students presented with worked example and cognitive strategy instruction solved more problems correctly and generally outperformed students presented with conventional instruction in both immediate and delayed tests. In addition, learners receiving worked example and cognitive strategy instruction were more able to maintain and generalise their previous knowledge and skills to solve novel problems than those receiving conventional instruction. Conclusions The findings indicate that learners can profit from worked example and cognitive strategy instruction which can promote problem‐solving skills and mathematical learning. [ABSTRACT FROM AUTHOR]
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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