Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3
Autor: | Sharlene A. Kiuhara, Leanne S. Hawken, Breda V. O’Keeffe, Robert E. O'Neill, Margarita B. Cummings, Kaitlin Bundock |
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Rok vydání: | 2019 |
Předmět: |
Teaching method
05 social sciences 050301 education Education Behavioral Neuroscience Nonverbal communication Concept learning General Health Professions Learning disability Mathematics education medicine 0501 psychology and cognitive sciences High incidence Algebra over a field medicine.symptom Mathematics instruction Psychology 0503 education 050104 developmental & child psychology |
Zdroj: | Learning Disability Quarterly. 44:35-49 |
ISSN: | 2168-376X 0731-9487 |
Popis: | Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students’ conceptual understanding of mathematics. Combining CRA-I and explicit instructional strategies may increase students’ conceptual understanding and ability to express mathematical reasoning through writing. This study included three ninth-grade students with disabilities, and employed a multiple-probe design across-participants to investigate a functional relation between an explicit instructional strategy within a CRA-I framework and high school students’ with disabilities proficiency in solving rate of change problems. Results showed that all three students improved their mathematics scores (combined Tau- U effect size = 0.77, p < .001) and maintained improvements during a 1- to 7-week post-instruction phase. Implications for research and practice related to mathematics instruction and intervention specifically for students with learning disabilities are discussed. |
Databáze: | OpenAIRE |
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