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By definition, the term "specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. In the case of a student with a learning disability, this may be due to a perceptual, processing or memory disorder.
Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage. In both cases comprehension may be slower due to the effort taken to remember words and their concepts.
Students with learning disabilities tend to experience academic difficulties, yet they have average to above average intelligence (Friend, 2005).
This study investigates the skills of elementary school students' in problem solving through the Scientific Approach.
The purpose of this study is to determine mathematical problem solving skills of students by using Scientific Approach is better than mathematical problem solving skills of students by using Direct Instruction. Subject of this study is students in grade V in one of state elementary school in Cirebon Regency.
With the strong demand for language and conceptual development in problem solving, we will highlight aspects of the teacher and student's roles and the importance of discourse.
We will provide some strategies for working through mathematical problems, questioning, and assessment.
The teacher of mathematics should pose tasks that are based on: One approach to planning lessons involving mathematical problem solving is to plan in three parts: before, during and after (Raborn, 1991; Van De Walle, 2004).
Observing how a student approaches a problem can provide important information for teachers.
The following inventory also provides information for teachers to use in order to identify strategies that can be taught to develop and strengthen the language and concepts of mathematics.
We have included an Inventory of Student Skills for Mathematics Problem Solving in Appendix A that can be used as an observational checklist for collecting assessment data.