Mathematical problem-solving processes of students with special needs: A cognitive strategy instruction model 'solve it!'

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dc.authorid0000-0002-7355-5109
dc.authorid0000-0002-9626-5112
dc.authorid0000-0002-0226-1672
dc.contributor.authorÖzkubat, Ufuk
dc.contributor.authorKarabulut, Alpaslan
dc.contributor.authorÖzmen, Emine Rüya
dc.date.accessioned2021-06-23T18:57:28Z
dc.date.available2021-06-23T18:57:28Z
dc.date.issued2020
dc.departmentBAİBÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractBeing a cognitive strategy instruction model called 'Solve It!' involves cognitive and metacognitive elements. The model was developed by Montague (1992) as one of the process-based teaching strategies. The purpose of 'Solve It!' strategy is to teach the following seven cognitive strategy steps: read, paraphrase, visualize, hypothesize, predict, calculate, and check. Each cognitive strategy step has the following three metacognitive steps: ask, say, and check. 'Solve It!' strategy has been used to teach students with special needs on how to solve word problems. This study aimed to evaluate the studies using 'Solve It!' strategies. Therefore, this study reviewed studies by examining electronic databases, journal indexes, and references part of relevant studies. A total of 48 studies were found. These studies were reviewed in terms of inclusion and exclusion criteria, and 12 of them were used for descriptive analysis. The findings of the study revealed that 'Solve It!' was effective in teaching mathematical problem-solving skills for students with special needs. The findings were discussed in line with relevant literature, and some suggestions for future research, and practitioners were presented at the end of the paper.en_US
dc.identifier.doi10.26822/iejee.2020562131
dc.identifier.endpage416en_US
dc.identifier.issn1307-9298
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85090697439en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage405en_US
dc.identifier.urihttps://doi.org/10.26822/iejee.2020562131
dc.identifier.urihttps://hdl.handle.net/20.500.12491/5195
dc.identifier.volume12en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorKarabulut, Alpaslan
dc.language.isoenen_US
dc.publisherT&K Academicen_US
dc.relation.ispartofInternational Electronic Journal of Elementary Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCognitive Strategy Instructionen_US
dc.subjectMathematical Problem Solvingen_US
dc.subjectSolve It!en_US
dc.subjectStudents With Disabilitiesen_US
dc.titleMathematical problem-solving processes of students with special needs: A cognitive strategy instruction model 'solve it!'en_US
dc.typeArticleen_US

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