Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities

54 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Review of Academic Mathematics Instruction for Students with Mild Intellectual Disability (2012, unknown): “…countries, as well as following strict guidelines for participant IQs, is the exclusion of some important studies in mathematics for students with disabilities completed recently by researchers in other nations (e.g., Chung & Tam, 2005; Kroesbergen & Van Luit, 2003; Kroesbergen & Van Luit, 2005).”
A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, background): “Other studies targeted children with other disabilities than LD (Bottge, Rueda, & Skivington, 2006 ; Chung & Tam, 2005 ; Morin & Miller 1998 ) or did not specifically report the performance of children with LP (L.”
Self-Regulation Strategies to Improve Mathematical Problem Solving for Students with Learning Disabilities (2008, methodology): “Using this strategy, students improved substantially in algebra problem solving, had significantly higher posttest scores than a comparison group, and maintained performance over time. Chung and Tam (2005) .”
Evaluating the Evidence Base for Cognitive Strategy Instruction and Mathematical Problem Solving (2009, methodology): “Chung and Tam (2005) compared conventional instruction, worked example instruction, and cognitive strategy instruc-”