| A multiple-case study design was employed to investigate how Universal Design for Learning (UDL) procedures (CAST, 2002; Rose & Meyer, 2002), and commonly available technology applied to word problems in mathematics assisted five diverse learners to reduce print and working memory related barriers. In addition, the effects on student engagement with and self-efficacy for solving word problems was also studied.; Students need to be competent at solving math word problems to meet the required educational standards and, most importantly, to demonstrate proficiency in using mathematics to solve real life problems (Wilson & Sindelar, 1991). This study focused on providing an in-depth perspective on difficulties experienced by five learners who exhibited deficits in mathematical word problem solving. Information from barrier analyses was applied to develop digitized math word problems that were used to teach learners to problem solve more effectively. The digitized problems were modified to contain hidden comments accessible by the learner if s/he experienced problems with decoding or comprehending the text. In addition, the problems contained hints to prompt the learner to use strategies for: identifying relevant information, visualizing the context, fact retrieval, and process application.; While prior studies have examined the relationships between working memory deficits (Swanson, & Beebe-Frankenberger, 2004), or reading disability (Fuchs; Fuchs, & Prentice, 2004; Owen & Fuchs, 2002), and word problem solving in mathematics, few have been able to assist educators by offering practical suggestions for reducing these barriers. Research has indicated that the application of Universal Design for Learning, including the use of hypermedia, can incorporate many of the well-researched instructional practices characteristically delivered through traditional instruction (Hitchcock, Meyer, Rose, & Jackson, 2002; Pisha & Coyne, 2001; Rose & Meyer, 2002). This study contributes to this research by demonstrating the value of using technology to support the learner's ability to encode, plan and execute strategies, as well as to increase motivation for the problem solving task. Recommendations for educators are offered to promote the usefulness of this word problem solving intervention. |
