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Dissertations / Theses on the topic 'Mathematical word problem'

Author: Grafiati

Published: 28 June 2021

Last updated: 16 February 2022

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1

Conley, Michele E. "UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.

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Many students who are proficient with basic math facts struggle for understanding when it comes to word problems. Teachers time and time again teach and re-teach problem solving strategies in hope that their students will one day acquire all the skills necessary to become proficient in this area. Unfortunately understanding problem solving skills is not the only answer to solving word problems. There has been a significant amount of evidence linking reading comprehension to mathematical reasoning. The development of a website to assist teachers and students who are having difficulties with mat

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2

Kanevsky, Inna Glaz. "Role of rules in transfer of mathematical word problems." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3223010.

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Thesis (Ph. D.)--University of California, San Diego, 2006.<br>Title from first page of PDF file (viewed September 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 86-90).

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Bernadette, Elizabeth. "Third grade students' challenges and strategies to solving mathematical word problems." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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4

Marcou, Andri. "Teaching mathematical word-problem solving : can primary school students become self-regulated problem solvers?" Thesis, London South Bank University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478925.

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5

Muoneke, Ada Felicitas. "The effects of a question and action strategy on the mathematical word problem-solving skills of students with learning problems in mathematics /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008402.

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Zheng, Xinhua. "Working memory components as predictors of children's mathematical word problem solving processes." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.

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7

Brown, Leonard Dale. "The effects of alternative reading and math strategy treatments on word problem-solving." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272846865.

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BaldwinDouglas, Crystal Yvette. "Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.

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The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operations-fractions with emphasis on students in Grades K-5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problem-solving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of

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Blake, Theodell Joanna. "Fourth-Grade Teachers Use of MTSS-RTI to Teach Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6880.

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Schools in Florida used the multitiered system of support response to intervention framework to help students achieve the state and national standards but, in the national report card, 61% of the fourth-graders assessed in mathematics failed to achieve proficiency. Research indicated that the students lacked mathematical word problem-solving skills. The purpose of the qualitative study was to discover how fourth-grade special and general education teachers used the response to intervention framework evidence-based curriculum, instruction, intervention, assessment, and student data to teach mat

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10

Borchert, Katja. "Disassociation between arithmetic and algebraic knowledge in mathematical modeling /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9141.

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Lopez, Lurdes. "HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3193.

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This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected

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12

Brook, Ellen. "INVESTIGATING THE ADULT LEARNERS’ EXPRERIENCE WHEN SOLVING MATHEMATICAL WORD PROBLEMS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1394513871.

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13

Brown, Leonard Dale. "The effects of alternative reading and math strategy treatments on word problem-solving." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272846865.

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14

Demetriou, Kyriakos. "Making word-mathematical problem-solving accessible to students with dyslexia in Cyprus : a web-based approach." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7797/.

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This study was designed to explore how the use of computers can facilitate and make accessible word-mathematical problem solving for students with dyslexia in Cyprus, given their learning difficulties; that the available ICT resources in Cyprus are restricted; and that the IT skills of the majority of students and teachers are limited, in two different settings: the wholeclassrooms of students with dyslexia and on an individual level. Web-based learning environments (WBLEs) were designed in collaboration with participating teachers with the use of simple tools that do not demand specialized IT

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15

Vartiainen, Oskar, and Emelie Thunell. "Läsning av matematiska texter : faktorer som påverkar förståelsen vid läsning av matematiska texter." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24582.

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Vi som har skrivit arbetet har haft olika erfarenheter kring läsning av matematiska textuppgifter. Intresset växte, då vi blev intresserade kring varför det kan vara svårt att läsa en matematisk text. Syftet med studien är att undersöka hur elevers läsförståelse binds samman med läsning av matematiska textuppgifter samt se vilka inre och yttre faktorer som påverkar förståelsen. Kvalitativa intervjuer tillsammans med en kombination av fallstudier och observationer ligger till grund för metoden som använts i studien. I undersökningen deltog 63 elever och fyra lärare. Totalt gjordes studien i fyr

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Daniel, Gretchen Elisabeth. "Effects of cognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054670621.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 143 p. Includes bibliographical references. Available online via OhioLINK's ETD Center

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Kwang, Teong Su. "The effect of metacognitive training on the mathematical word problem solving of Singapore 11-12 year olds in a computer environment." Thesis, University of Leeds, 2000. http://etheses.whiterose.ac.uk/813/.

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This study aims to establish the extent to which metacognitive training plays a part in Singapore primary students' word problem solving in a computer environment. The study involved 142 Singapore 11 to 12-year-old students from two primary schools. The study adopts a two-phase design, combining a quasi-experimental design and a case study design. For the quasi-experimental design, analysis of students' mathematical achievement test data is used to investigate the relationship between metacognitive training, students' level of mathematical achievement and their mathematical word problem solvin

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Schaefer, Whitby Peggy J. "The effects of a modified learning strategy on the multiple step mathematical word problem solving ability of middle school students with high-functioning autism or Asperger's syndrome." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002732.

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Shim, Sangho. "Large scale group network optimization." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31737.

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Thesis (Ph.D)--Industrial and Systems Engineering, Georgia Institute of Technology, 2010.<br>Committee Chair: Ellis L. Johnson; Committee Member: Brady Hunsaker; Committee Member: George Nemhauser; Committee Member: Jozef Siran; Committee Member: Shabbir Ahmed; Committee Member: William Cook. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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Schaefer, Whitby Peggy. "The Effects of a Modified Learning Strategy on the Multiple Step Mathematical Word Problem Solving Ability of Middle School Students with High-Functioning Autism or Asperger's Syndrome." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3690.

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Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word pro

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21

Clements, Taylar Brooke. "The role of cognitive and metacognitive reading comprehension strategies in the reading and interpretation of mathematical word problem texts reading clinicians' perceptions of domain relevance and elementary students' cognitive strategy use." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4872.

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Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.; The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explor

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22

Auxter, Abbey Auxter. "The Problem with Word Problems: An Exploratory Study of Factors Related to Word Problem Success." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/392790.

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Math & Science Education<br>Ph.D.<br>College Algebra is a gatekeeper course that serves as an obstacle for many students pursuing STEM careers. Lack of success in this course could be a key reason why the United States lags behind other industrialized countries in the number of students graduating with STEM majors and joining the STEM workforce. Of the many topics presented in College Algebra that pose problems, students often have particular difficulty with the application of systems of equations in the form of word problems. The present study aims to identify the factors associated with succ

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Gerofsky, Susan Gail. "The word problem as genre in mathematics education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ51864.pdf.

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Hendricks, Deborah J. "The use of propositional structures and subgoals in solving multi-step college statistical word and formula problems." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=531.

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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains viii, 142 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 100-108).

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Tan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.

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Tan, Li-hua. "Primary school students' thinking processes when posing mathematical word problems." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425155.

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27

Maluleka, Bondo Kenneth. "Improving grade 9 learners' Mathematical processes of solving word problems." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/965.

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Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013<br>This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The

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Sarmini, Samar El-Rifai. "Exploring Bilingual Arab-American Students' Performance in Solving Mathematics Word Problems in Arabic and English." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/905.

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This study aims at answering questions pertaining to the performance of bilingual Arab-American students on solving word problems written in their home and school languages: (1) Does the language in which a word problem is stated have an effect on the performance of the bilingual Arab-American students?; (2) Do Arab-American students with higher levels of Arabic proficiency perform better in either or both versions of the word problems?; and (3) What are some common differences and similarities in the problem solving processes of Arab-American students as they solve problems in English or Arab

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Brough, Tara Rose. "Groups with poly-context-free word problem." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35716/.

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We call a language poly-context-free if it is an intersection of finitely many contextfree languages. In this thesis, we consider the class of groups with poly-context-free word problem. This is a generalisation of the groups with context-free word problem, which have been shown by Muller and Schupp [17, 3] to be precisely the finitely generated virtually free groups. We show that any group which is virtually a finitely generated subgroup of a direct product of finitely many free groups has poly-context-free word problem, and conjecture that the converse also holds. We prove our conjecture for

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Lyons, Claire. "Conceptual understanding of subtraction word problems." Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241414.

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31

Guthormsen, Amy. "Conceptual integration of mathematical and semantic knowledge /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8995.

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Altobelli, Joseph A. "The word problem for some artin groups of infinite type /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935573770902.

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Brey, Amina. "Multiple representations and cognitive load: words, arrows, and colours when solving algebraic problems." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020392.

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This study investigates the possible effects that access to selected multiple representations (words, arrows and colours) have in terms of cognitive load and learner achievement when presented with algebraic problems at grade nine level. The presentation of multiple representations (the intervention) was intended to decrease extraneous cognitive load, manage the intrinsic cognitive load (algebraic problems) and optimise germane cognition (schema acquisition and automation). An explanatory sequential mixed-method design was employed with six hundred and seventy three learners in four secondary

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Niclasson, Emma, and Sofia Sandén. "Elevers olika strategier vid problemlösning i matematik : En kvalitativ studie i årskurs 3." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-653.

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<p>Syftet med studien var att ta reda på vilka strategier elever väljer när de ska lösa</p><p>ett matematiskt problem. Vi genomförde en observation och nio individuella</p><p>intervjuer med elever i årskurs 3. De fick lösa ett matematiskt problem som</p><p>observerades. Utifrån elevernas lösningar genomförde vi sedan intervjuer för att</p><p>ta reda på vilka strategier de valt att använda för att lösa problemet. Resultatet av</p><p>elevernas lösningar visade på flera olika lösningsstrategier. Dessa delades in i</p><p>yttre och inre representationer. Strategier som bilder, grafiska framställnin

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Yeh, Chia Chi, and 葉家綺. "A study on problem-solving and cooperative problem-solving in different mathematical word problems." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/50513131646397788692.

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碩士<br>國立交通大學<br>教育研究所<br>93<br>Abstract Problem solving has long been a crucial issue in mathematic education. In schools, providing students with word problems is an important way to help them become competent mathematics problem solvers. Based on the view of constructivism, this study mainly investigated the learners with different capabilities of math arithmetic and reading comprehension on their performance, error types, and the procedures for problem solving in dealing with different mathematical word problems. Moreover, the study explored the effectiveness on cooperative problem solvi

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Fang, Yi-Jun, and 房怡均. "The Problem-Solving Strategies of Mathematical Word-Problem in Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/50066673935881735765.

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碩士<br>中原大學<br>應用數學研究所<br>104<br>Abstract The purpose of this study is to explore the mathematical word-problems studied in junior high school. In the research, numerical examples are used to evaluate problem-solving strate-gies about mathematical word-problems (MWP). According to the categories of questions, strategic knowledge and knowledge of algorithms in the problem-solving models, prob-lem-solving strategies about mathematical word-problems (MWP) are analyzed. It is more dif-ficult than the others in the course, and therefore seven categories of application questions, including "engineeri

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Majumder, Shilpi. "Factors in mathematical word problem solving the role of inhibition /." 2003. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ82806.

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Thesis (Ph. D.)--York University, 2003. Graduate Programme in Psychology.<br>Typescript. Includes bibliographical references (leaves 189-205). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ82806.

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Yuan-Chih, Lin, and 林沅芝. "The Effects of Mathematical Problem-Solving Strategies on Word Problems for Students with Mathematical Learning Disabilities in Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/56066801785322737930.

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碩士<br>臺北市立教育大學<br>身心障礙教育研究所<br>94<br>Abstract The purpose of this study was to explore the effect of solving comparative addition and subtraction applied mathematics problems by using Mathematical Problem-Solving Strategies for students with Mathematical Learning Disabilities . In addition, the study also analyzed the reasons that influenced the students’ performance of problem-solving by observing and recording students’ performance of learning the strategy. ‘The multiple probe design across subjects’ method toward two students with Mathematical Learning Disabilities was used to assign the

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Tai, Po-chen, and 戴伯錚. "The effect of problem-posing activities on problem posing and problem solving abilities for children with difficulties in solving mathematical word problems." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/13617083595693189235.

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碩士<br>國立臺南大學<br>特殊教育學系碩士班<br>96<br>The purpose of this study was to explore whether problem-posing activities help children with difficulty solving mathematical word problems in problem posing and problem solving. This study adopted the multiple-baseline, cross-group design of single-subject research. Three fourth-grade students with difficulty solving mathematical problems were chosen as research subjects. This research adopted the problem-posing test and the problem-solving test to analyze the changes in problem-posing and problem-solving abilities. The results indicated the following: 1. Pr

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Xin, Yan Ping. "A comparison of two instructional approaches on mathematical word problem solving by students with learning problems /." Diss., 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3073969.

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Chia-cheng, TSAI, and 蔡佳錚. "Working Memory and Mathematical word problem solving processes in primary school students." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/33801188158343409465.

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碩士<br>國立台南師範學院<br>國民教育研究所<br>86<br>The purpose of the study was to investigate the mathematical word-problem solving processes and working memory of primary school students different in grade and mathematical ability. The study also addressed the relationships between working memory and component knowledges of problem-solving processes, and analyzed patterns of response errors on compare word problems in mathematics. The researcher designed two tests, compare word problem processes and working memory, as research tools, and distributed the tests to 524 fifth and sixth graders in six p

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LI, PEI-YI, and 李佩儀. "Mathematical Picture Book into the First-grade Addition and Subtraction Word Problem Solving." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/39e633.

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碩士<br>國立高雄師範大學<br>數學系<br>106<br>This study aims to explore elementary school Grade 1 students’ learning of addition and subtraction word problems by instruction of “math picture book” designed by the researcher. It adopted both qualitative and quantitative methods. First, it conducted research of preparation by word problem “addition and subtraction up to ten” and the story “Finding the Mouse Princess Perfect Groom”. Subsequently, after collecting 12 teachers’ opinions of revision, it implemented formal practice and introduces the story of “Little Fire Dragon’s Convenience Store” in two units:

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Bae, Young Seh. "Mathematical Word Problem Solving of Students with Autism Spectrum Disorders and Students with Typical Development." Thesis, 2013. https://doi.org/10.7916/D87087NN.

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Mathematical Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development - Young Seh Bae - This study investigated mathematical word problem solving and the factors associated with the solution paths adopted by two groups of participants (N=40), students with autism spectrum disorders (ASDs) and typically developing students in fourth and fifth grade, who were comparable on age and IQ (greater than 80). The factors examined in the study were: word problem solving accuracy; word reading/decoding; sentence comprehension; math vocabulary; arithmetic com

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曾儀婷. "Effects of Schema-Based Instruction on Mathematical Word Problem Solving of Students with Learning Disabilities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/86048061332967075327.

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碩士<br>國立高雄師範大學<br>特殊教育學系<br>103<br>This study investigated the effects of shema-based instruction on solving multiplication and division word problems of two fifth-graders with learning disabilities. This study utilized withdrawal design of single-case research, in which the intervention was divided into two phases, B1 and B2. The difference between B1 and B2 was the amount of prompting. This study lasted for three months, including 16 testing sessions. Students were given 10 multiplication and division word problems in each testing session. The findings were (1) schema-based instruction had i

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Su, Pin-Hung, and 蘇品弘. "A Study on relationships among capabilities of problem representation, Chinese reading comprehension and mathematical word problem solving abilities of children." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44gg5g.

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碩士<br>國立臺中教育大學<br>特殊教育學系碩士班<br>102<br>The purpose of the present study aims at exploring the performances on problem representation and Chinese reading tests of students with different abilities on mathematical word problem solving tests; measuring relationships among problem representation ability, Chinese reading comprehension ability and mathematical problem-solving ability; predicting the performances of mathematical word problem solving of the fourth grade students by problem representation ability and Chinese reading comprehension ability. The Raven’s test, Chinese reading comprehension

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Chen, Suen C., and 陳瓊瑜. "The study of the problem solving process of multiplication word problems at the third grade students with mathematical learning difficulties." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/43390383819588228263.

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碩士<br>國立彰化師範大學<br>特殊教育學系在職進修專班<br>90<br>This study aims at comparing and contrasting the difference of multiplication application problems solving process of the third graders of elementary students between those of high mathematical ability and those of low. Based on the result, or the differences, I will further study the possible difficulties these students of low mathematical ability might face while they are solving the multiplication application problems. Five for each ability group, ten in total, took part in this study. We will work on ten problems of multiplication application, inc

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Huang, Tzu-Chi, and 黃姿綺. "An Action Research about the Effect of Mathematical Word Problems by Problem-Solving Strategies for Elementary Students with Hearing-impaired." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/13451023248895987583.

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碩士<br>臺中師範學院<br>國民教育研究所<br>91<br>The purpose of this study was to explore the effect of problem-solving strategies toward three hearing-impaired students at sixth grade. Researcher conducted the study by using Mayer (1992)’s solving progress as frame , self-made word problem as context, it was a qualitative Action Research. There were four studying stages: “ I can draw the pictures ” , “I can find the points”, “I can make a comparison ” and “I can read the sentence”. According to the sentence structure of questions (declarative, relative and interrogative sentences), researcher designed proces

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Wang, Ai-Chen, and 王愛珍. "The Effects of Schematic Video and Animation for Students With Learning Disabilities on Mathematical Word Problem." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/38317615334160160318.

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碩士<br>中華大學<br>資訊管理學系(所)<br>98<br>According to the Statistical Report of National Special Education conducted in 2008, students with learning disabilities（LD）are the majority among special education students. In other words, students with LD represent the second highest subset of all students with special needs; therefore, the issue of this study is to help students with LD diminish their perplexity and dilemma with learning. The purpose of this study is to use schematic video and animation to help students with LD solve real-life mathematical word problems. The single-subject research design A

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Hsiang-Ju, Chen, and 陳相如. "Effects of Schema-Based Instruction on Mathematical Word-Problem Performance by Elementary Students with Learning Disabilities." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/39697322604915216076.

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碩士<br>臺北市立教育大學<br>特殊教育學系碩士班身心障礙組(日)<br>101<br>This study investigated the effects of Schema-Based Instruction (SBI) on addition and subtraction word problems of learning disabilities. ABA’ design of single subject research is applied as the research method; it aims at conducting experimental teaching and assessments on elementary school third grade learning disabilities, to explore the accuracy of addition and subtraction word problems on immediate test, maintenance test, as well as problem-solving attitude. Data were collected by the researcher’s observation and students’ interviews, and anal

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錢美蘭 and 錢美蘭. "To Investigate the Influence of Mathematical Communication on Second Grades’ Addition and Subtraction Word Problem Solving." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/10006464004731360153.

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碩士<br>臺北市立大學<br>數學系數學教育碩士在職專班<br>103<br>The purpose of this study was to investigate the influence of mathematical communication on second grades’ addition and subtraction word problem solving. The study applies both qualitative and quantitative research methods. Mathematical communication activities for a group of 21 students to investigate the influence of addition and subtraction word problem solving ability. The results showed that: 1. The student after mathematical communication activities, each dimension of the problem-solving abililty is to enhance, and has the effect of learning transf

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