Effects of a Problem-Solving Strategy on the Introductory Algebra Performance of Secondary Students With Learning Disabilities

By P. Maccini, Charles A. Hughes. 2000

179 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/709a805da6f78151fad4812a73e56bb6a726dc37

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In Developmental and Educational Psychology

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Citations in the corpus

Teaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model (2003, background): “Although much research on CRA has focused on the effectiveness with arithmetic instruction (Miller & Mercer, 1993), recently more researchers have attempted to design CRA models for algebra instruction (Borensen, 1997; Maccini & Hughes, 2000).”
Graphic Organizers Applied to Higher–Level Secondary Mathematics (2003, background): “Quite a few papers support the use of manipulatives in general, and the CSA approach in particular, for instruction in these areas of mathematics for students with and without identified disabilities (Cain-Caston, 1996; Fueyo & Bushell, 1998; Maccini & Hughes, 2000; Stellingwerf & Van Lieshout, 19”
Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, methodology): “Algebra tiles and their drawings can also be used for the concrete and representational phases (Maccini & Hughes, 2000).”
Using Evidence–Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge (2007, unknown): “Speciﬁcally, it has be used to teach algebra skills (Huntington, 1995; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Witzel, Mercer, & Miller, 2003), basic math facts (Mercer & Miller, 1992), coin sums (Miller, Mercer, & Dillon, 1992), fractions (Butler et al., 2003; Jordan, Miller, & Mercer,…”
A Follow–Up of Mathematics Interventions for Secondary Students with Learning Disabilities (2007, background): “Include a graduated instructional sequence into instruction to help students advance to abstract levels of math understanding using the concrete-semiconcrete-abstract sequence (Butler et al., 2003; Cass et al., 2003; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Witzel et al., 2003).”
Self-Determination and Access to the General Education Curriculum (2008, unknown): “…spelling, math problem solving, etc.) and appropriate behavior in the general education classroom (Deshler, Ellis, & Lenz, 1996; Johnson, Graham, & Harris, 1997; King-Sears & Bonfils, 1999; Maccini & Hughes, 2000; Sexton, Harris, & Graham, 1998; Shimabukuro, Prater, Jenkins, & Edelen-Smith, 1999).”
Integrating Reform–Oriented Math Instruction in Special Education Settings (2007, background): “…&Miller,2003)andproblemsolving(e.g.,Butler,Becking-ham,&Lauscher,2005;Jitendra,DiPipi,&Perron-Jones, 2002;Maccini&Hughes,2000;Montague,1997;Parmar, Requests for reprints should be sent to Brian Bottge, Wisconsin Center for Education Research #570,…”
Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences (2003, unknown): “Use of both manipulative devices and pictorial representations through the CRA teaching sequence has been effective with algebra (Huntington, 1995; Maccini & Hughes, 2000), basic math facts (Mercer & Miller, 1992), coin sums (Miller, Mercer, & Dillon, 1992), and multiplication (Harris, Miller, &…”
Using the Concrete–Representational–Abstract Sequence with Integrated Strategy Instruction to Teach Subtraction with Regrouping to Students with Learning Disabilities (2012, methodology): “Some of the previous CRA studies (Harris et al., 1995; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Mercer & Miller, 1992; Miller & Kaffar, 2011; Morin & Miller, 1998) integrated strategy instruction into the CRA sequence to facilitate the transition between representational instruction and…”
The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students With Learning Disabilities (2013, background): “…in strategy knowledge and use and the complex nature of math problem solving, research has also investigated explicit teaching of cognitive procedures to facilitate math problem solving (Fleischner & Manheimer, 1997; Hutchinson, 1993; Maccini & Hughes, 2000; Montague, Enders, & Dietz, 2011).”
A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, background): “Fuchs, Fuchs, Hamlett, & Appleton, 2002 ; Maccini & Hughes, 2000 ) involved students’ standard test scores as students’ demographic information but did not involve standard testing as one of the posttest measures.”
Using CRA to Teach Algebra to Students with Math Difficulties in Inclusive Settings (2005, background): “Nevertheless, many students learning secondary-level math benefit greatly from interacting with properly designed concrete materials (Demby, 1997; Goodson-Epsy, 1995; Kraayenord & Elkins, 2004; Maccini & Hughes, 2000; Zawaiza & Gerber, 1993).”
Promoting Strategic Learning by Eighth–Grade Students Struggling in Mathematics: A Report of Three Case Studies (2005, methodology): “That students with LD beneﬁt from strategies instruction in mathematics has been demonstrated in many studies (e.g., Hutchinson, 1993; Maccini & Hughes, 2000; Mon-tague, 1997a, 1997b).”
Self–Regulation and Mathematics Instruction (2007, methodology): “Maccini’s model is an instructional strategy using a graduated teaching sequence moving from the concrete to semiconcrete to abstract representations and solutions with problems involving addition, subtraction, multiplication, and division of integers (Maccini & Hughes, 2000; Maccini & Ruhl, 2000).”