Instruction on use of schematic diagrams in solving addition word problems for students with special educational needs

Abstract

We present a study based on the work of three students (17-18 years old) with special educational needs who have been instructed about how to solve situations and arithmetic word problems (addition and subtraction) situations and one-step arithmetic world problems using schematic diagrams. The aim of the study is to explore how this model of instruction influences students. As the three students present different typologies so there are three cases. Data analysis has shown positive influence on the three students.