장애학생들의 수학적 문장제 문제해결력 습득과 향상이 매우 중요한 교육목표이므로, 이러한 목표를 이루기 위해 시도된 다양한 교수 방법의 유형을 알아보고 그 중에서 어떤 방법이 가장 효과적인가를 조사하기 위한 연구로서 장애학생들의 문장제 문제해결력 향상을 위해 1990년대 이후 2007년까지 이루어진 학위 논문들(63편)의 교수방법을 종합하고 그 효과를 분석하였다. 그 결과, 문장제 문제해결력 향상을 위해 국내 학위논문에서 사용된 교수방법은 모두 10가지의 하위유형으로 분류되었으며, 그 중에서 집단 실험을 실시한 연구들(20편)을 대상으로 메타분석을 한 결과 모든 교수방법들의 평균효과크기는 1.03이었으며, 이러한 효과 크기는 교수방법에 따라 차이가 있는 것으로 나타났고, 그 중에서도 자기교시 전략 교수가 가장 효과적인 것으로 드러났다. 이러한 연구결과는 문장제 문제해결에 대한 교수방법의 효과를 메타분석한 다른 연구들(Chen, Han-Wei, 2004; Kroesbergen & Van Luit, 2003; Xin & Jitendra, 1999)의 결과와 일치하는 것이다.

Because aquisition and strengthening of mathematical word problem solving competence is very important educational objectives to students with disabilities as well as students without disabilities, Instructional methods of 63 theses for a degree(intervention studies) performed in Korea on mathematical word problem solving competence of student with disabilities were synthesized as the groundwork to know which method is most effective among various instructional methods to achieve this goal by meta-analysis. For satisfying this purpose, We got every theses for a degree(intervention studies) performed in Korea on mathematical word problem solving competence of student with disabilities via online search and analyzed their independent variables to know their instructional methods and selected all of group intervention(20) from them. then, We meta-analyzed their effect sizes. As a result, We classfied them ten subtypes[cognitive and metacognitive problem solving strategy instruction studies(20), self-instruction studies(15), representation technique instruction studies(6), Yun-Ok Kim(2001)``s Problem solving strategy instruction studies(6), Polya``s model instruction studies(5), CAI studies(4), SQ3R reading comprehension strategy studies(3), and other three subtypes(4)]. Mean effect size of three instructional methods(cognitive and metacognitive problem solving strategy instruction, self-instruction, and Polya``s problem solving model instruction) was 1.01. and Self-instructional methods are most powerful so as to strengthen mathematical problem solving ability of students with cognitive disorder. Therefore, It is necessary to perform more deeply involved research about how correlated characteristics of instructional methods are and how different their effects are by moderators for performing evidence-based intervention.