Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

Abstract

Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided 4 days per week, 45 min per session, for 12 weeks as part of the Response to Intervention (RtI) framework. Results showed a functional relation between SRSD instruction and students' ability to solve multi-step equations. All but one student were able to maintain gains. Students' self-efficacy increased as a result of instruction, instruction was provided with high degrees of fidelity by a special educator, and student interviews revealed an overall satisfaction with SRSD instructional procedures.

Using SRSD to Improve the Fraction Computations of Students With and At-Risk for EBD

“…These findings are also consistent with other publications using SRSD for mathematics for word problems (Case et al, 1992; Cassel & Reid, 1996) and algebra (Cuenca-Carlino et al, 2016). SRSD seems to be a good fit with this population as the emphasis on self-regulation, including self-monitoring and goal setting, is well-aligned with other interventions often used with this population (Mooney et al, 2005).…”

“…Using a multiple-baseline design across participants, results suggest the strategy was effective. Cuenca-Carlino and colleagues (2016) used SRSD to teach multistep equations to six middle school students struggling in mathematics and found positive results for the strategy.…”

A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities

“…In nine studies, the researchers carried out the interventions. Of the other three studies (Cuenca‐Carlino et al., 2016; Park & McLeod, 2018; Scheuermann et al., 2009) with teacher‐implemented interventions, one included a math teacher, and one included a special education teacher.…”

“…Eight studies employed one‐on‐one instruction; the other four studies implemented pair (Cuenca‐Carlino et al., 2016), small‐group (Scheuermann et al., 2009; Strickland & Maccini, 2013a), or whole‐group (Park & McLeod, 2018) practice.…”

“…One SCD study (Cuenca‐Carlino et al., 2016) implemented Self‐Regulated Strategy Development (SRSD) when teaching multistep equations such as “5( x + 6) = 5 x + 30” (p. 78). The teacher provided a mnemonic strategy called “ D on't C atch M y C at W hiskers” with a scripted, sequenced instruction for teacher‐directed modeling, guided practice, and independent practice.…”