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The Role of Teacher Training in Cognitive Strategy Instruction to Improve Math Problem Solving
Author(s) -
Krawec Jennifer,
Montague Marjorie
Publication year - 2014
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12034
Subject(s) - intervention (counseling) , mathematics education , psychology , cognition , professional development , faculty development , learning disability , training (meteorology) , teaching method , teacher education , medical education , pedagogy , developmental psychology , medicine , physics , neuroscience , psychiatry , meteorology
The purpose of this article is to offer teacher training and professional development recommendations in mathematics based on the findings of a federally funded 3‐year intervention study that improved the problem solving of middle school students with a focus on students with learning disabilities. Over the 3‐year project, 29 seventh and eighth grade teachers implemented a problem‐solving intervention based on cognitive strategy instruction. Though the intervention was successful in improving students’ problem‐solving performance, several issues related to teaching effectiveness and teacher training came to light. The article will: (1) describe the intervention and its implementation, (2) present the findings of the study, and (3) discuss the issues of effectiveness and possible solutions via teacher education and professional development.