روانشناسی افراد استثنایی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

فایل های ضروری

راهنمای ارسال مقالات

داوران سال 1399

داوران سال 1400

داوران سال 1401

کاربرد آموزش حل مسئله کلامی مبتنی بر طرحواره در اختلال یادگیری ویژه با آسیب ریاضی: مطالعه مروری نظامند

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار روان شناسی و آموزش کودکان استثنایی، گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران

2 استادیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران

3 کارشناسی ارشد روان شناسی تربیتی، گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران

چکیده

چکیده
هدف پژوهش حاضر معرفی ماهیت، ویژگی‌ها، و شواهد پژوهشی پیرامون موثر بودن آموزش حل مسئله کلامی مبتنی بر طرحواره در ارتباط با نارسایی‌های یادگیری ویژه است. در پژوهش حاضر از طریق پژوهش مروری نظامند و جستجوی کلیدواژه‌های تخصصی مرتبط با اختلال‌ یادگیری ویژه با آسیب ریاضی و آموزش حل مسئله کلامی مبتنی بر طرحواره در پایگاه‌های اطلاعاتی تخصصی ایران و جهان بین سال‌های 2017-1996 یافته‌ها و اطلاعات مورد نظر جهت دستیابی به هدف پژوهش مورد واکاوی قرار گرفت.
از 36 پژوهش انجام شده، غالب پژوهش‌ها (25 پژوهش) بر روی آزمودنی‌های دارای اختلال ریاضی از سن 5 تا 12 و در پایه 1-6 انجام شده است. بیشتر پژوهش‌های انجام شده از نوع مطالعات آزمایشی می‌باشند( با فراوانی 25 پژوهش). کلاس آموزش فراگیر (با فراوانی 15 پژوهش)، مراکز استثنایی یا توانبخشی اختلال‌های یادگیری (با فراوانی 9 پژوهش)، کلاس مجزا (با فراوانی 8 پژوهش)، و مراکز فعالیت (با فراوانی 4 پژوهش) به ترتیب پرکاربردترین موقعیت‌های کارآموزی هستند که مورد استفاده قرار گرفته‌اند. در شیوه اجرای آموزش مبتنی بر طرحواره، ارائه"آموزش در کل کلاس، و انفرادی" از بیشترین فراوانی برخوردار است (با فراوانی 26 پژوهش). اثربخشی آموزش حل مسئله کلامی مبتنی بر طرحواره بر متغیرهای وابسته"سیالی"(دقت و صحت حل مساله ریاضی)،"اکتساب" و "تعمیم" به ترتیب در 36، 16 و 11 پژوهش مورد سنجش قرار گرفته است. نتایج این پژوهش‌ها حکایت از اثربخشی مثبت آموزش مبتنی بر طرحواره بر متغیرهای وابسته دارند.

کلیدواژه‌ها

عنوان مقاله [English]

Implementing Schema- Based Instruction on the Mathematical Word Problem Solving in Specific Learning Disability with Impairment in Mathematics: A Systematic Review Study

نویسندگان [English]

  • shahrooz nemati 1
  • Kiyomars Taghipour 2
  • Fatima Alizadeh Maralani 3

1 Associate Professor in Psychology and Education of Exceptional Children, Department of Educational Sciences, Tabriz University, Tabriz, Iran

2 Assistant Professor, Department of Educational Sciences, Tabriz University, Tabriz, Iran

3 M.A. in Educational Psychology, Department of Educational Sciences, Tabriz University, Tabriz, Iran

چکیده [English]

Abstract
The aim of the current research was to study the nature, characteristics and evidence based effectiveness of schema-based instruction toward specific learning disability. In the same vein a systematic review study method with use of schema-based instruction key words includes: Schema- Based Instruction, and specific learning disability with impairment in mathematics from web the Data, between 1996- 2017 was conducted in accordance with research objectives to executed current study.
Among 36 studies carry out, the majority of researches (25 studies) were performed on subjects with a math disorder from 5 to 12 years of age and at grade 1-6. Experimental design studies (with 25 frequency) are the most frequent among different types of studies. in the same vein the inclusive education classroom (with 15 frequency), Exceptional or rehabilitation of learning disabilities centers (with 9 frequency), special class (with 8 frequency) and practice center (with 4 frequency) are the most used training placements, respectively. In procedure of Implementing of schema-based instruction (in regular and individualized classes) is the most commonly used (with 26 frequency). The effectiveness of schema- based word problem solving instruction on the depend variables of math fluency (accuracy and fluent in math problem solving), acquisition and generalization are measured respectively, in 36, 16 and 11 studies. The result studies indicate that the schema- based instruction effectiveness on the dependent variables have been approved.

کلیدواژه‌ها [English]

  • Schema- Based Instruction
  • Specific Learning Disability
  • Systematic Review Study
مراجع
نعمتی، ش. علیزاده، ح. (1396). واکاوی اثربخشی نوروفیدبک در درمان اختلال نقص توجه/بیش­فعالی. فصلنامه روان­شناسی افراد استثنایی، 28 (4)، 20-1.
نعمتی، ش. علیزاده مارالانی، ف. (1395). مدل­یابی ساختاری سبک­های دلبستگی به خدا، تاب­آوری و سلامت روانی در والدین دارای کودکان نارسایی­های رشدی و هوشی. فصلنامه روان­شناسی افراد استثنایی، 22 (2)، 26-40.
Amiripour, P., Dossey, J. A., & Shahvarani, A. (2017). Using a New Schema Approach with Primary At-Risk Students in Word Problem Solving. Journal of Research in Mathematics Education, 6(3), 228-255.‏
Association, A. P. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
Benedict, N. (2017). Effective Strategies For Students To Become More Successful Math Word Problem Solvers.
Casner, B. (2016). A Mixed Method Study on Schema-Based Instruction, Mathematical Problem Solving Skills, and Students with an Educational Disability (Doctoral dissertation, Lindenwood University).‏
Chinnappan, M. (2002). A problem-based schema analysis in algebra.‏
Christou, C., & Philippou, G. (1999). Role of schemas in one-step word problems. Educational Research and Evaluation, 5(3), 269-289.‏
Desmarais, K. (2015). Examining the Types of Problem Solving Strategies Used by Children with learning Disabilities During Modified Schema Based Instruction (Doctoral dissertation, Concordia University).‏
DiPipi, C., Perron-Jones, N., & Jitendra, A. (2009). An exploratory study of schema-based word-problem--solving instruction for Middle Schools Students with learning disabilities: An emphasis on Conceptual and Procedural Understanding. The Journal of Special Education. Colección Digital Eudoxus, 1(3).‏
Fang, H. L. (2012). The effects of simplified schema-based instruction on elementary students' mathematical word problem solving performance.The University of Southern Mississippi.‏
Fede, J. L. (2010). The effects of GO Solve Word Problems math intervention on applied problem solving skills of low performing fifth grade students. University of Massachusetts Amherst.‏
Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C. (2008). Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?. Journal of educational psychology, 100(3), 491.‏
Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., & Hamlett, C. L. (2004). Expanding schema-based transfer instruction to help third graders solve real-life mathematical problems. American Educational Research Journal, 41(2), 419-445.‏
Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., Hamlett, C. L., Sones, E. M., & Hope, S. K. (2006). Teaching third graders about real-life mathematical problem solving: A randomized controlled study. The Elementary School Journal, 106(4), 293-311.‏
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., ... & Zumeta, R. O. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of educational psychology, 101(3), 561.
Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2008). Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. Exceptional children, 74(2), 155-173.‏
Fuchs, L. S., Zumeta, R. O., Schumacher, R. F., Powell, S. R., Seethaler, P. M., Hamlett, C. L., & Fuchs, D. (2010). The effects of schema-broadening instruction on second graders' word-problem performance and their ability to represent word problems with algebraic equations: A randomized control study. The Elementary School Journal, 110(4), 440-463.‏
Geary, D. C. (2004). Mathematic and learning disabilities. Journal of learning disabilities, 37 (4), 4-15.
Griffin, C. C., & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive third-grade mathematics classrooms. The Journal of Educational Research, 102(3), 187-202.‏
Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston, Person Education, 686, 195-221.‏
Hill, J. M. (2012). An analysis of schema-based instruction as an effective math intervention for middle school students diagnosed with learning Disorders or identified as at-risk in Texas (Doctoral dissertation).‏
Hutchinson, N. L. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16 (1), 34-63.
James, T. C. (2015). The Effects of Schema-Based Instruction on Word Problem Solving in Students with Disabilities.‏
Jitendra, A. K., & Hoff, K. (1996). The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities. Journal of Learning Disabilities, 29(4), 422-431.‏
Jitendra, A. K., & Star, J. R. (2011). Meeting the needs of students with learning disabilities in inclusive mathematics classrooms: The role of schema-based instruction on mathematical problem-solving. Theory into Practice, 50(1), 12–19.
Jitendra, A. K., & Star, J. R. (2012). An exploratory study contrasting high-and low-achieving students' percent word problem solving. Learning and Individual Differences, 22(1), 151-158.‏
Jitendra, A. K., Griffin, C. C., Deatline-Buchman, A., & Sczesniak, E. (2007). Mathematical word problem solving in third-grade classrooms. The Journal of Educational Research, 100(5), 283-302.‏
Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of Educational Psychology, 99(1), 115.‏
Jitendra, A. K., Harwell, M. R., Dupuis, D. N., & Karl, S. R. (2017). A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties. Journal of learning disabilities, 50(3), 322-336.‏
Jitendra, A. K., Harwell, M. R., Karl, S. R., Dupuis, D. N., Simonson, G. R., Slater, S. C., & Lein, A. E. (2016). Schema-based instruction: Effects of experienced and novice teacher implementers on seventh grade students' proportional problem solving. Learning and Instruction, 44, 53-64.‏
Jitendra, A. K., Hoff, K., & Beck, M. M. (1999). Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special Education, 20(1), 50-64.‏
Jitendra, A. K., Rodriguez, M., Kanive, R., Huang, J. P., Church, C., Corroy, K. A., & Zaslofsky, A. (2013). Impact of small-group tutoring interventions on the mathematical problem solving and achievement of third-grade students with mathematics difficulties. Learning Disability Quarterly, 36(1), 21-35.‏
Jitendra, A. K., Star, J. R., Rodriguez, M., Lindell, M., & Someki, F. (2011). Improving students’ proportional thinking using schema-based instruction. Learning and Instruction, 21(6), 731-745.‏
Jitendra, A. K., Star, J. R., Starosta, K., Leh, J. M., Sood, S., Caskie, G. & Mack, T. R. (2009). Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction. Contemporary Educational Psychology, 34(3), 250-264.‏
Ju, J. M., Liu, H. C., Shia, B. C., Cheng, T. Y., & Reed, S. K. (2015). Schema-based video and animated diagrams helping students with LD solve math word problems. ICIC Express Letters, Part B: Applications, 6(2), 571-576.‏
Kha, R. (2012). Improving the word problem solving abilities of students with disabilities: Cognitive Strategy Instruction (CSI) compared to Schema-Based Instruction (SBI).‏
Kingsdorf, S., & Krawec, J. (2016). A broad look at the literature on math word problem-solving interventions for third graders. Cogent Education, 3(1), 1135770.
Kirk, S., Gallagher, J. J., Coleman, M. R., & Anastasiow, N. J. (2011). Educating exceptional children. Cengage Learning.‏
Lim, C. B. (2015). Implementing Schema-Based Instruction in the Elementary Classroom (Project).‏
Mastropieri MA, Scruggs TE, (1997) Can computers teach problem-solving strategies to students with mild mental retardation? Remedial and Special Education. 18:157–165.
Miller, S .P, & Mercer C. D. (1993) Enhancing the math performance of students with learning difficulties. Intervention in School and Clinic. 1993; 29:78–82.
Montague M, Warger C, & Morgan TH. (2000). Solve it! Strategy instruction to improve mathematical problem solving. Learning Disabilities Research & Practice. 2000; 15:110–116.
Montague, M., & Applegate, B. (1993). Mathematical problem solving characteristics of middle school students with learning disabilities, journal of special education, 27, 175-201.
Na, K. E. (2009). The effects of schema-based intervention on the mathematical word problem solving skills of middle school students with learning disabilities. The University of Texas at Austin.‏
Ostad, S. A (1997). Developmental differences in addition strategies: A comparison of mathematically disabled and mathematically normal children. Biritish journal of Educational psychology, 67 (3), 345- 357.
Powell, S. R. (2011). Solving Word Problems using Schemas: A Review of the Literature, Learn Disabil Res Pract, 26(2): 94–108. doi:10.1111/j.1540-5826.2011.00329.x.
Scanlon, D. (2013). Specific learning disability and its newest definition: Which is comprehensive? And which is insufficient?. Journal of Learning Disabilities, 46(1), 26-33.‏
Schulte-Koerne, G. (2014). Specific learning disabilities-from DSM-IV to DSM-5. Zeitschrift fur Kinder-und Jugendpsychiatrie und Psychotherapie, 42(5), 369-72.
Taber, M. R. (2013). Use of a mathematics word problem strategy to improve achievement for students with mild disabilities. Florida Atlantic University.‏
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2004). Elementary and middle school mathematics. Boston: Allyn and Bacon. Retrieved from http://elementary-math-resources.
Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word Problem—Solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), 181-192.‏
روانشناسی افراد استثنایی
دوره 9، شماره 35
آذر 1398
صفحه 141-168
فایل ها
هم رسانی
ارجاع به این مقاله
آمار