Strategy instruction integrated with realistic mathematics education
A design-based research on teaching word problem solving to students with learning disabilities
Bibliographic Data
| ID | 22429614 |
|---|---|
| Authors | Tunahan Filiz (0000-0002-3149-8783, Bayburt University, corresponding author), Nur Çağlayan Öztel (0009-0006-1021-8072, Karadeniz Technical University) |
| Year | 2026 |
| Volume | 61 |
| Pages | 102203 |
| Publication date | 2026-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Thinking Skills and Creativity (JOURNAL) |
| Journal identifiers | ISSN: 1871-1871 • E-ISSN: 1878-0423 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tsc.2026.102203 |
| OpenAlex | W7140094317 |
| Language | EN |
| References cited | 53 |
Cognitive disabilities · Learning disability · Teaching method · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Pedagogy · Mathematics Education and Teaching Techniques
Conducting Educational Design Research
Dialogue and the Development of Children's Thinking
SPSS Survival Manual
Learning to Think Mathematically
Metacognition and learning
Metacognition and affect
Classroom contexts for creativity
Engaging with others’ mathematical ideas
Design-based research and technology-enhanced learning environments
Orchestrating Productive Mathematical Discussions
The Role of Goal Orientation in Self-Regulated Learning
Design-based research on integrating learning technology tools into higher education classes to achieve active learning
How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties
A Coefficient of Agreement for Nominal Scales
Metacognition and cognitive monitoring
Meeting the Needs of Students With Learning Disabilities in Inclusive Mathematics Classrooms
Becoming a Self-Regulated Learner
| Highly cited | No |
|---|