Author ORCID Identifier
Poch - https://orcid.org/0000-0002-1316-0228
Van Garderen - https://orcid.org/0000-0003-0767-916X
Document Type
Article
Publication Date
12-3-2014
Publication Title
TEACHING Exceptional Children
Volume
47
Issue
3
First Page
153
Last Page
162
Abstract
A visual representation, such as a diagram, can be a powerful strategy for solving mathematical word problems. However, using a representation to solve mathematical word problems is not as simple as it seems! Many students with learning disabilities struggle to use a diagram effectively and efficiently. This article provides a framework for supporting special educators’ use of diagnostic assessment as a means of understanding and identifying areas of need for students with learning disabilities in order to promote diagram proficiency for solving mathematical word problems.
Recommended Citation
Poch, A. L., van Garderen, D., & Scheuermann, A. M. (2015). Students’ Understanding of Diagrams for Solving Word Problems: A Framework for Assessing Diagram Proficiency. TEACHING Exceptional Children, 47(3), 153–162. https://doi.org/10.1177/0040059914558947
Comments
— This is a practitioner publication that I took lead on during my doctoral training by drafting a complete manuscript and working with my co-authors to develop specific recommendations for teachers in assessing students’ diagram proficiency (resulted from our 2014 publication in ZDM). (Poch, A.L.)
This is an Accepted Manuscript of an article published by Sage in TEACHING Exceptional Children on December 3, 2014, available online: https://doi.org/10.1177/0040059914558947
Reuse restricted to noncommercial and no derivative uses.