The effects of self-instructional strategies on problem solving in algebra I for students with special needs

The National Council of Teachers of Mathematics (NCTM, 2000) in their most recent reform positions, call for more rigorous math requirements focused on open-ended, discovery learning approaches, and problem solving which are included in the Algebra I curriculum. However, many students with learning disabilities, students for whom English is a second language and low performers in mathematics have required additional instructional supports. Furthermore, NCTM provides little specific guidance for instructing students with such diverse learning needs. Since passing algebra has become a requirement for successfully graduating from high schools, this study addressed one aspect of algebra problem solving for students who have experienced difficulties in mathematics. This study was intended to determine the effects of self-instructional training on the algebra problem solving performance of students with learning disabilities, students for who English is a second language, and students who were at risk of failing algebra. Four classes consisting of 74 students, of whom 17 were classified as having learning disabilities, 37 spoke English as a second language, and 20 were considered at-risk for math failure, were assigned randomly to either a self-instructional training condition or a traditional instructional condition. All students were administered pretests, immediate posttests, and delayed posttests of algebra problem solving. In addition, all students were administered pre and post strategy usage questionnaires and attitude measures. Students received training over a two-week daily period. Results indicated that both groups' performance increased from pretest to immediate posttest and pretest to delayed posttest, but no statistical difference was found between groups. The self-instruction group significantly outperformed the traditional instruction group on independent strategy use. Moreover, significant correlations were obtained between strategy usage and immediate and delayed posttest scores indicating that students who successfully learned the strategy had better performance on the math problem solving tests. No significant differences were found across groups in attitude change. Future research should consider longer or more intensive strategy interventions, and strategies appropriate for addressing the specific learning needs of students for whom English is a second language.