Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

Author:

Cuenca-Carlino Yojanna1,Freeman-Green Shaqwana1,Stephenson Grant W.1,Hauth Clara2

Affiliation:

1. Illinois State University, Normal, USA

2. Marymount University, Arlington, VA, USA

Abstract

Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided 4 days per week, 45 min per session, for 12 weeks as part of the Response to Intervention (RtI) framework. Results showed a functional relation between SRSD instruction and students’ ability to solve multi-step equations. All but one student were able to maintain gains. Students’ self-efficacy increased as a result of instruction, instruction was provided with high degrees of fidelity by a special educator, and student interviews revealed an overall satisfaction with SRSD instructional procedures.

Publisher

SAGE Publications

Subject

Rehabilitation,Education

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