| Autor: |
Hea-Jin Lee, Chaereen Han, Hee-jeong Kim, Herner-Patnode, Leah |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2021, p947-951, 5p |
| Abstrakt: |
This study investigates preservice mathematics teachers' instructional approaches to teach multiplication to students with mathematical learning disabilities (MLD). 17 preservice teachers’ lesson design were qualitatively analyzed. Findings revealed that the PTs modified mathematical strategies by providing a variety of multiplicative concepts and various types of representations. PTs set their expectations based on individual needs, manage lesson structure, and adjust cognitive demand level of lesson tasks. Results suggest that PTs need opportunities to consider deeper responsive teaching so their modification and accommodation for students with MLD enable quality learning opportunities. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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