Effet des interventions en résolution de problèmes à énoncé verbal chez les adolescents ayant un trouble des apprentissages ou des difficultés en mathématiques : Revue de littérature systématique

The current systematic literature review focuses on the effects of word problem-solving interventions for adolescents with learning mathematics disabilities or difficulties. A research has been realised in October 2017 on 6 databases and updated in October 2018 on 1 database. Sixteen published experimental studies and 2 master’s theses in speech-language pathology were identified in the field of health, psychology, pedagogy, and speech-language pathology. Several types of approach were identified: cognitive strategy instruction, mathematical representation of problems (schema-based instruction, manipulatives), indirect interventions (contextualization; targeted interventions on basic skills), and instructional accommodations. In general, all interventions showed heterogeneous results according to mathematic abilities that were assessed and to students’ ability levels. To date, no approach can be qualified as evidence-based practice. Two approaches are encouraging: the cognitive strategy instruction and the schema-based instruction priming the problem structure. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)