From The Eye Of Children With Mathematics Learning Disability: Do They Perceive Arithmetic Word Problems Differently?

Abstract

Children with mathematics learning disability (MLD) are known to have difficulties in word problem solving. Further investigation is needed to reveal the stage(s) of problem solving in which children with MLD are deficient. The current study aimed at identifying their deficit in the problem representation phase of arithmetic word problem solving using a novel problem types identification task. An MLD group (n = 66) and a control group (n = 139) were recruited for an individual assessment on problem type identification as well as some domain-general and math-related cognitive abilities. The novel problem type identification task was shown to be a unidimensional measure with good reliability. Results from the mixed-design ANCOVA showed that MLD group was significantly outperformed by control group in this measure, after controlling the effect of cognitive correlates, reading achievement and arithmetic performance. Furthermore, this measure, together with a pure arithmetic measure, significantly predicted the MLD membership with high accuracy. The study confirmed the difficulties in problem representation of arithmetic word problems experienced by students with MLD and provided evidence to the need to introduce schema instructions in mathematics lesson.