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Although there are a number of problem solving strategies that students use in
mathematics, good problem solvers usually construct a representation of the
problem to help them comprehend it (van Garderen & Montague, 2003).
Individuals with learning disabilities (LDs) can have an especially challenging
experience solving problems in math, and research suggests that their use of
visual representation strategies differs from their typically-achieving peers in
frequency of use (Montague, 1997), type of visual representations used (van
Garderen & Montague, 2003), and quality of visual representations (van
Garderen, Scheuermann, & Jackson, 2012b). Creating a visual representation to
solve a problem in mathematics is a process that involves processing the
information in the problem, selecting important information, and identifying the
goal of the problem. It may come as no surprise to those familiar with LDs, that
students with LDs struggle with visual representation in mathematics because
they typically have difficulties processing information (Swanson, Lussier, &
Orosco, 2013).
DIAGRAMS
Diagrams are visual displays that use the important information in mathematical
problems. They are typically used to demonstrate how the important information
is related, and can be used to organize information as well as to compute the
answer to a problem. A common type of diagram might be a drawing that a
student creates to represent the objects within a word problem. Individuals with
LDs may have a poorer understanding of what a diagram is, as well as when and
how to use it (van Garderen et al., 2012b).
The first phase involved explicit instruction about what diagrams are, as
well as how and when they are used.
The third phase was focussed on two-step word problems which have
more than one unknown piece of information, and students used diagrams
to determine the ultimate goal of the problem, as well as the secondary
pieces of information that they would need to find in order to compute the
ultimate goal.
Teaching students with LDs to use diagrams with this sequence of explicit
instruction resulted in improved performance, satisfaction of the students, and
students were also more likely to use diagrams with other types of problems.
GRAPHIC ORGANIZERS
A semantic map is one type of graphic organizer that can be used to support
learning in mathematics. This type of graphic organizer is mainly used to relate
conceptual information, and could be used to support conceptual learning in
mathematics. One example might be to use a semantic map to help young
students who are learning to classify shapes into different categories. While
shapes might be the main heading, students might organize shapes into further
sub-heading such as round, symmetrical, right-angle, etc.
Though each type of graphic organizer can be used for learning mathematics by
individuals with LDs, the differences in their design suggest that they may be
best used in specific situations. Semantic maps andSemantic feature
analyses are considered to be better for recalling facts though they are more
difficult to understand and to learn how to use (Dexter & Hughes,
2011). Syntactic/semantic feature analyses and visual displays are considered to
be more efficient for making computations to solve problems, and for recalling
the information within these types of graphic organizers (Dexter & Hughes,
2011). The advantages to each type of graphic organizer suggest that initial
instruction of a mathematical concept may be best with more complicated
graphic organizers, and that independent review and studying could be done with
less complicated graphic organizers to improve recall of information for students
with LDs (Dexter & Hughes, 2011).
One strategy that teachers can use to support their students with LDs in creating
internal visual representations is known as visual-chunking representation.
Chunking is the practice of combining bits of information that are related in some
way in order to reduce the overall amount of information for easier processing.
For students with LDs, a reduction in the amount of information to be processed
can make exercises such as math problem solving much easier. A group of
researchers examined one method of visual-chunking for students with difficulties
in math, where students were working with geometric shapes and
transformations (Zhang et al., 2012). One group received series of nets of
geometric shapes, while another group received the same nets, though sections
had been shaded or chunked in an effort to see if it made a difference in their
transformations. The group that received the visual-chunking support performed
better than the other group, and found the exercise to be easier when provided
with the visual-chunking support (Zhang et al., 2012).
Considerations
The use of visual representation during instruction and learning tends to be an
effective practice across a number of subjects, including mathematics (Gersten
et al., 2009). While using visual representation alone as a teaching method does
produce significant learning improvements for students in mathematics, these
improvements are even greater when other teaching methods are used as well
(Gersten et al., 2009). Having students represent mathematical information
verbally and in written form along with visual representation is encouraged. For
students with LD, both receiving instruction and solving problems in a number of
ways will help support their deeper understanding of concepts and operations in
mathematics (Suh & Moyer, 2007).
The importance of using explicit instruction to teach students how to make visual
representations cannot be overstated. The CRA method is an example of an
effective sequence of explicitly instructing students with LD to use visual
representation as a step towards the use of mathematical symbols exclusively
(Mancl et al., 2012). There are many types of diagrams (Kolloffel et al., 2009) and
graphic organizers (Dexter & Hughes, 2011) that can be effectively used support
students with LD in mathematics. While internal visual representation can be
difficult to model, strategies do exist that can support students with LD as they
develop this skill (Zhang et al., 2012). Educators are encouraged to use a
combination of external and internal visual representation strategies in their
instruction to students in the interest of helping students develop both types of
skills.
Additional Resource
The following LD@school summary provide strategies for students from
Kindergarten to grade 6 who use concrete materials.
Other Resource
Click here to access the Cited Research Center website, Center for
Implementing Technology in Education: Multimedia Technologies.
References
Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with
learning disabilities: A meta-analysis. Learning Disability Quarterly, 34, 51-72.
Doabler, C. T., Fien, H., Nelson-Walker, N. J., & Baker, S. K. (2012). Evaluating
three elementary mathematics programs for presence of eight research-based
instructional design principles. Learning Disability Quarterly, 35, 200-211.
Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J.
(2009). Mathematics instruction for students with learning disabilities: A meta-
analysis of instructional components. Review of Educational Research, 79, 1202-
1242.
Kolloffel, B., Eysink, T. H., de Jong, T., & Wilhelm, P. (2009). The effects of
representational format on learning combinatorics from an interactive computer
simulation. Instructional Science, 37, 503-517.
Krawec, J., Huang, J., Montague, M., Kressler, B., Melia de Alba, A. (2012). The
effects of cognitive strategy instruction on knowledge of math problem-solving
processes of middle school students with learning disabilities. Learning
Disabilities Quarterly, 36, 80-92.
Mancl, D. B., Miller, S. P., & Kennedy, M. (2012). Using the concrete-
representational-abstract sequence with integrated strategy instruction to teach
subtraction with regrouping to students with learning disabilities.Learning
Disabilities Research & Practice, 27, 152-166.
Swanson, H. L., Lussier, C., & Orosco, M. (2013). Effects of cognitive strategy
interventions and cognitive moderators on word problem solving in children at
risk for problem solving difficulties. Learning Disabilities Research & Practice, 28,
170-183.
van Garderen, D., Scheuermann, A., & Jackson, C. (2012b). Examining how
students with diverse abilities use diagrams to solve mathematics word
problems. Learning Disabilities Quarterly, 36, 145-160.
Zhang, D., Ding, Y., Stegall, J., & Mo, L. (2012). The effect of visual-chunking-
representation accommodation on geometry testing for students with math
disabilities. Learning Disabilities Research & Practice, 27, 167-177.
Method
Searches were conducted of the literature for content appropriate for this topic
that was published in scientific journals and other academic sources. The search
included online database searches (ERIC, PsycINFO, Queens Summons, and
Google Scholar). The gathered materials were checked for relevance by
analysing data in this hierarchical order: (a) titles; (b) abstracts; (c) method; and
(d) entire text.
Relevant journals archives were also hand-searched between issues from 2010
and the most recent issues. These journals included Learning Disability
Quarterly, Journal of Learning Disabilities, and Learning Disabilities Research &
Practice.
Ian Matheson is entering his second year in the PhD program in Education at
Queen's University with a focus in Learning and Cognition. Ian has spent the last
two years working as an occasional teacher with the Limestone District School
Board where he is certified with the OCT as an elementary school teacher. He is
currently involved with the Continuing Teacher Education Centre at Queen's
University where he is an instructor for an Additional Qualifications course.