Sử dụng hướng dẫn chiến lược nhận thức (CSI) hỗ trợ học sinh có khó khăn về học Toán trong môn Toán lớp 2

Tóm tắt

In inclusive education, Cognitive Strategy Instruction (CSI) is an evidence-based intervention method that has proven highly effective at the secondary level. However, primary students with mathematics difficulties frequently face major barriers in acquiring and applying abstract mathematical concepts. Unlike prior research that relied predominantly on direct teacher-led interventions, this study proposes a pedagogical intervention centered on Cognitive Strategy Instruction (CSI), operationalized through a visually engaging and structured “Grade 2 Math Self-Study Handbook”. The study employed a pedagogical experiment integrated with a situational survey involving three Grade 2 students exhibiting mathematics difficulties, 20 teachers, three parents, and structured classroom observations. The results showed that students’ mean mathematics assessment scores increased from 3.17 at pre-test to 6.33 at post-test following the implementation of the CSI approach. In addition, more than 90% of teachers reported that they would be willing to implement the CSI approach if adequate instructional materials and implementation guidance were available. These results affirm the effectiveness of Cognitive Strategy Instruction (CSI) and the “Self-Study Handbook” in supporting students with mathematics difficulties, thereby contributing to the promotion of differentiated instruction and inclusive education. Based on these findings, it is recommended to expand this model to other grade levels and develop corresponding digital learning tools.