Downloadable ContentDownload PDF
The effect of Thinking Maps© on math word problem solving skills of students with specific learning disabilities
The push for inquiry based math curriculums driven by the Common Core State Standards has led to an increase in instruction and assessment using multi-step math word problems. Students with specific learning disability (SLD) particularly struggle with multi-step math problems, conceptual understanding, and language comprehension. Special education teachers face challenges when selecting evidence-based interventions and scaffolds to support their students in math word problem solving. Research supports schema-based cognitive maps and explicit instruction as strategies to support math word problem solving for students with specific learning disability. This study aims to investigate the effectiveness of an intervention that utilizes schema-based cognitive maps and explicit instruction to support math word problem solving skills for fourth-grade elementary students with SLD.