Abstract
This study was conducted to examine factors that influence learning to solve arithmetic word problems by applying various problem-solving instructions. Three instructions were investigated using thirty mildly mental handicapped students in Hong Kong: conventional instruction, worked example-based and cognitive guided instruction. The results indicated that students presented with worked example-based and cognitive guided instruction outperformed those presented with conventional instruction. However, it showed no difference between worked example-based and cognitive guided instruction. Implications for word problem-solving instructions will be discussed.
| Original language | English |
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| Publication status | Published - Aug 2004 |
| Event | 28th International Congress of Psychology - Beijing, China Duration: 08 Aug 2004 → 13 Aug 2004 |
Conference
| Conference | 28th International Congress of Psychology |
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| Abbreviated title | ICP2004 |
| Country/Territory | China |
| City | Beijing |
| Period | 08/08/04 → 13/08/04 |