Using Explicit and Strategic Instruction to Teach Division Skills to Students With Learning Disabilities
| Autor: | Paula Hartman, Sun A. Kim, Diane Pedrotty Bryant |
|---|---|
| Rok vydání: | 2003 |
| Předmět: |
Teaching method
Psychological intervention Sample (statistics) Division (mathematics) Procedural knowledge Education Learning disability ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education medicine Cognitive skill medicine.symptom Psychology Curriculum |
| Zdroj: | Exceptionality. 11:151-164 |
| ISSN: | 1532-7035 0936-2835 |
| DOI: | 10.1207/s15327035ex1103_03 |
| Popis: | Students with mathematics learning disabilities (LD) exhibit difficulties with retrieval and cognitive skills that impede their ability to perform basic mathematical skills. Instruction in mathematical procedures (i.e., procedural knowledge) is necessary to help students learn and apply skills such as basic facts and whole-number computation. Division is a skill that is identified in curriculum across the grade levels; yet, it is a skill that is often taught last in instructional sequences because of its complexity and prerequisite knowledge. Reviews of research have revealed that students with LD benefit from a combined model of academic instruction that includes both explicit and strategic instructional procedures. This article presents an overview of division instruction and a sample of interventions for teaching division that include explicit and strategic instructional procedures, which are found in the combined model of teaching. |
| Databáze: | OpenAIRE |
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