The Use of an Intelligent Tutoring Program to Promote Independent Problem-Solving Skills of Students With Learning Disabilities or Difficulties.
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| Title: | The Use of an Intelligent Tutoring Program to Promote Independent Problem-Solving Skills of Students With Learning Disabilities or Difficulties. |
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| Authors: | Yang, Xuan (AUTHOR), Xin, Yan Ping (AUTHOR) |
| Source: | Learning Disability Quarterly. May2026, Vol. 49 Issue 2, p98-111. 14p. |
| Subjects: | Mathematics, Human services programs, Elementary schools, Research funding, Health occupations students, Problem solving, Teaching methods, Students with disabilities, Descriptive statistics, Experience, Students, Ability, Research, Academic achievement, Special education, Learning disabilities, Training, Psychosocial factors, Critical thinking, Inter-observer reliability, Video recording |
| Geographic Terms: | United States |
| Abstract: | Educational laws and current standards emphasize fostering conceptual understanding in problem-solving, as well as cultivating higher-order thinking and reasoning skills, with the ultimate goal of developing independent mathematical thinkers. The purpose of this study, conducted at a Midwest U.S. elementary school, was to explore the impact of the Please Go Bring Me-COnceptual Model-based Problem-Solving intelligent tutor on word problem-solving skills and multiplicative concept development of students with learning disabilities or difficulties in mathematics. The multiple-probe across-participants design was used to explore the functional relationship between the intervention program and students' problem-solving skills and the development of conceptual knowledge. Concept development was measured by the levels of independence in solving problems provided by the intelligent tutor. Results showed that the tutoring system was effective in promoting students' critical thinking and word problem-solving performance. It seems that features, such as the guided discovery strategy embedded in the tutoring system may have contributed to students' development as an independent problem solver. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Educational laws and current standards emphasize fostering conceptual understanding in problem-solving, as well as cultivating higher-order thinking and reasoning skills, with the ultimate goal of developing independent mathematical thinkers. The purpose of this study, conducted at a Midwest U.S. elementary school, was to explore the impact of the Please Go Bring Me-COnceptual Model-based Problem-Solving intelligent tutor on word problem-solving skills and multiplicative concept development of students with learning disabilities or difficulties in mathematics. The multiple-probe across-participants design was used to explore the functional relationship between the intervention program and students' problem-solving skills and the development of conceptual knowledge. Concept development was measured by the levels of independence in solving problems provided by the intelligent tutor. Results showed that the tutoring system was effective in promoting students' critical thinking and word problem-solving performance. It seems that features, such as the guided discovery strategy embedded in the tutoring system may have contributed to students' development as an independent problem solver. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07319487 |
| DOI: | 10.1177/07319487261423553 |
