TY - JOUR
AU - Pelczer, Ildiko
AU - Polotskaia, Elena
AU - Fellus, Olga
PY - 2021/05/30
Y2 - 2021/06/25
TI - WORD PROBLEM-SOLVING: THE CASE OF A STUDENT WITH DYSLEXIA
JF - McGill Journal of Education / Revue des sciences de l'Ă©ducation de McGill
JA - MJE / RSEM
VL - 55
IS - 2
SE -
DO -
UR - https://mje.mcgill.ca/article/view/9734
SP -
AB - <p>In our previous studies, we developed an approach to teaching problem-solving we termed Equilibrated Development that allows students to better understand the quantitative relationships that arise in a mathematical problem and to better choose a solution strategy. We used the method of a teaching experiment to evaluate the applicability of the developed approach to cases of students with dyslexia and to modify it, if necessary, to meet these studentsâ€™ needs. Our data suggest that: a) the understanding of the mathematical structure of a problem is independent of the student's basic numerical knowledge, and b) there are conditions that allow a dyslexic student to develop mathematical reasoning to solve written problems despite difficulties in reading and writing of numbers and text.</p>
ER -