The role of teacher training in cognitive strategy instruction to improve math problem solving

Jennifer Krawec, Marjorie Montague

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)126-134
Number of pages9
JournalLearning Disabilities Research and Practice
Volume29
Issue number3
DOIs
StatePublished - Jan 1 2014

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teacher training
Students
instruction
Mathematics
Learning Disorders
student
Teaching
teacher
learning disability
school grade
mathematics
Teacher Training
performance
education

ASJC Scopus subject areas

  • Education
  • Health(social science)
  • Developmental and Educational Psychology

Cite this

The role of teacher training in cognitive strategy instruction to improve math problem solving. / Krawec, Jennifer; Montague, Marjorie.

In: Learning Disabilities Research and Practice, Vol. 29, No. 3, 01.01.2014, p. 126-134.

Research output: Contribution to journalArticle

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