| As a core skill of mathematical ability,math problem solving refers to the skill of using the current math knowledge to solve realistic situations with the help of integrating multiple processes of cognition and metacognition.According to Life Mathematics Curriculum Standards for Compulsory Education in Educated Schools,real life math should be accessible for all students with intellectual disabilities,so that they can receive suitable math education.As for students with intellectual disabilities,math problem solving should be able to be applied in life or work,and then help them to gain higher life quality.Modified schema-based instruction is a specialized method that is developed for moderate and severe disability students to solve math problems.At present,there are few empirical researches on modified schema-based instruction,and studies on special education in China is still in the preliminary exploratory stage.For this reason,the purpose of current research is using modified schema-based instruction to indigenize the math problem solving of students with intellectual disabilities in China.Due to the influence of COVID-19,schools of all levels and types in China actively carried out online teaching.The current research evaluated the generalization effect of MSBI on the math problem solving of students with intellectual disabilities through online teaching.The current research using multiple probes across participants design to evaluate the effects of modified schema-based instruction on mathematic problem solving.In particular,this research,combined with math problem learning needs of students with intellectual disabilities,designed modified schema-based instruction to meet their needs,and conducted experiment about math problems of addition and subtraction for three participants.The research included baseline,intervention,and generalization.Based on different types of math problems,intervention was divided as five different phases,including group problem phase,compare problem phase,the first discrimination phase(discrimination between group and compare problems),change problem phase,and the second discrimination phase(discrimination among all three types of problems).The independent variable was modified schema-based instruction,and the major dependent variable was math problem solving.At the same time,this research evaluated the number of math problem type discrimination and problems solved correctly in the end of every intervention phase,and the frequency of self-prompts.The results showed that there is a functional relationship between math problem solving and modified schema-based instruction,and that MSBI had good intervention and generalization effect on math problem solving of students with intellectual disabilities.The number of problems that all three participants were able to math problem type discrimination and problems solved correctly at baseline was zero.At the end of intervention,the number of problems solved correctly had obviously increased,and they were able to distinguish all of three types of problems.Online teaching was adopted in the generalization of this research and the math problem solving of participants also showed a good effect in the generalization.Based on the above results and combined with the current situation of math problem solving research in the field of intellectual disability in China,some suggestions about the intervention of modified schema-based instruction towards the localization research and practice of math problem solving of students with intellectual disabilities are put forward in this research. |
