The Impact Of Employing Problem Centered Constructivist Approach For Students With Learning Disabilities

893 Words May 14th, 2016 4 Pages
A study by Cobb, et al. (1991), investigates the impact of employing problem-centered constructivist method of teaching compared to traditional textbook based learning on the mathematics achievement of second grade students. A Public and private school study referenced by Cobb, et al. (1991) investigates the impact of teachers’ knowledge of children’s mathematic thinking and current cognitive research on their addition and subtraction computational and problem-solving capabilities (Carpenter, Fennema, Peterson, Chiang, & Loef, 1989). Woodward and Baxter (1997) study the effects of employing an innovative methodology of mathematics instruction for students with learning disabilities as well as those at risk for special education. Woodward and Baxter (1997) compare applying the treatment of employing Everyday Mathematics (Bell, Bell, & Hartfield, 1993) to Heath Mathematics (Rucker, Dilley, & Lowry, 1988) which represents a traditional approach to math instruction. The methodology employed by Everyday Mathematics (Bell, Bell, & Hartfield, 1993) emphasizes innovative methods of problem-solving which correspond with inquiry-based learning.
Comparison and Implications Respectively Cobb et al. (1991) and Carpenter et al. (1989) found a direct correlation between employing methodologies consistent with inquiry-based learning in early elementary students and their subsequent mathematics achievement and problem-solving capabilities. Specifically, Cobb, et al. (1991) found that…

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