Focusing attention to deep structure in math problems: Effects on students with attention disorders.

摘要

The purpose of this study was to examine the effects of a categorization activity (i.e., sorting) on problem solving in mathematics for students with and without Attention Deficit Hyperactivity Disorders (AD/HD). Review of literature on optimal learning conditions for students with AD/HD has shown that they benefit from active response on conditions, thus allowing them to sustain attention for longer periods of time on tasks and better performance on academics. Past research has also shown that the task of active categorization/sorting allows an individual to better organize the material, recall more effectively, and has consistently been used by good problem solvers in solving problems. Therefore, the task of sorting/categorizing was applied to math problem solving for students with AD/HD to see if it would improve their problem solving performance.;All students were randomly assigned to one of the three conditions: (1) Free sort task (FS): sorting math problems on their own without any assistance, (2) Directed sort task ( DS): sorting math problems according to the schemes given by the examiner, and (3) Nonsort task (NS): reading and matching math problems. After participating in one of the above three conditions, all students completed a written math problem solving activity. A week later all students were given the Wisconsin Card Sorting Test (WCST), a non-math measure of sorting and problem solving.;The results of this study showed that all students tend to organize math problems according to the underlying principles much better when they are informed of the features to look for than students who are asked to organize the math problems on their own. However, the earlier provided guidance does not seem to help the students in subsequent math tasks. That is, those students who actively formed categories on their own (i.e., in the FS condition) had higher accuracy in an assessment of generality than students who were earlier given a scheme of categorization by the examiner (i.e., the DS condition). The better accuracy could be attributed to the longer time it took them to complete the FS condition and to more active cognitive processing that may have occurred during this time.;The results of this study also showed that students in the two groups (AD/HD and normal comparison students) did not demonstrate the performance on WCST as traditionally reported in literature. Additional results are discussed as well as implications for teachers. Limitations and directions for future research are provided.