Effective instruction of cognitive schema for subtraction math problems to students with learning disabilities through the use of multiple knowledge representations

Abstract

The present research examines the construction and activation of cognitive schemata corresponding to subtraction-compare and subtraction-equalize math word problems by primary school students with specific learning disabilities. In order to facilitate the participants in developing their cognitive schemata, we utilized multiple ways of knowledge representation (manipulatives, pictures, and arithmetic symbols) in the context of an intervention based on the principles of effective instruction. In order to evaluate the results, assessments were conducted prior and immediately after the implementation of the intervention, as well as three weeks after its completion. It was found that participants performed significantly better in problem solving both after the intervention and at follow-up, proving that they benefited from the instruction they had received. Results are discussed in regard to organizing appropriate instruction for students with mathematical difficulties and disabilities.