Math problem solving interventions for middle school students with learning disabilities: A comprehensive literature review

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dc.authorid0000-0002-9626-5112en_US
dc.authorid0000-0002-7355-5109en_US
dc.authorid0000-0002-5602-1156en_US
dc.contributor.authorÖzkubat, Ufuk
dc.contributor.authorKarabulut, Alpaslan
dc.contributor.authorSert, Cihan
dc.date.accessioned2023-09-26T07:31:55Z
dc.date.available2023-09-26T07:31:55Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractIntroduction: Examining the research on math problem solving interventions for students with learning disabilities is important for identifying the interventions that will support these students. Assessing intervention studies in terms of certain quality standards provides information about the replication of applications and the reliability of the results. This study aimed to review math problem solving interventions for middle school students with learning disabilities in the last 20 years, list the characteristics of the studies descriptively, and examine them in terms of quality indicators. Method: Based on the inclusion and exclusion criteria, nine articles were selected. They were investigated in the context of descriptive analysis and quality indicators. The studies were analysed descriptively. Their characteristics were identified. The studies were examined, and their quality levels were determined based on the quality indicators specified for the research using single-subject experimental designs. Findings: Direct instruction, concrete-semi-concrete-abstract strategy, schema-based strategy, self-regulation strategies and hint cards, STAR strategy, open expression method, LAP strategy, visual strategies, Solve It!, and the SOLVE strategy were used for teaching problem solving skills as target skills. The general findings related to quality indicators showed that all studies met the specified criteria regarding the baseline level of basic quality indicators, experimental control/internal validity and external validity. Considering other components, it was observed that the study ranging from 44% to 78% met the specified criteria. Only one study was met all quality indicator items. Discussion: The findings were discussed and suggestions were provided for teachers and researchers. Accordingly, it will be useful for experts working with students with learning disabilities to create intervention programs that include strategies to facilitate students' problem solving successfully, such as problem solving stages, schematic modifiers, cognitive and metacognitive strategies, and think-aloud protocols.en_US
dc.identifier.citationÖzkubat, U., Karabulut, A., & Sert, C. (2021). Math problem solving interventions for middle school students with learning disabilities: A comprehensive literature review. Ankara University Faculty of Educational Sciences Journal of Special Education, 1-28.en_US
dc.identifier.doi10.21565/ozelegitimdergisi.774650
dc.identifier.endpage218en_US
dc.identifier.issn1304-7639
dc.identifier.issn2149-8261
dc.identifier.issue1en_US
dc.identifier.startpage191en_US
dc.identifier.urihttp://dx.doi.org/10.21565/ozelegitimdergisi.774650
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11738
dc.identifier.volume23en_US
dc.identifier.wosWOS:000766789400008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorKarabulut, Alpaslan
dc.language.isoenen_US
dc.publisherAnkara Univ, Fac Educational Sciencesen_US
dc.relation.ispartofAnkara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLearning Disabilitiesen_US
dc.subjectMath Problem Solving Interventionsen_US
dc.subjectMath Educationen_US
dc.subjectDescriptive Analysisen_US
dc.subjectQuality Indicatorsen_US
dc.subjectSolve Strategyen_US
dc.titleMath problem solving interventions for middle school students with learning disabilities: A comprehensive literature reviewen_US
dc.typeReview Articleen_US

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