Algebra Progress Monitoring and Interventions for Students with Learning Disabilities

Autor/in	Foegen, Anne
Titel	Algebra Progress Monitoring and Interventions for Students with Learning Disabilities
Quelle	In: Learning Disability Quarterly, 31 (2008) 2, S.65-78 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Educational Strategies; Learning Disabilities; Algebra; Teaching Methods; Mathematics Instruction; Mathematics Skills; Intervention; Student Evaluation; Competence; Special Needs Students; Secondary School Mathematics; Individualized Education Programs; Cognitive Development; Sequential Learning; Peer Teaching; Instructional Materials + Suchen Sie Ihr Suchwort? Lehrstrategie; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; Kompetenz; Sonderpädagogischer Förderbedarf; Individualized education program; Individualisierendes Lernen; Kognitive Entwicklung; Didaktische Sequenzierung; Lernsequenz; Peer group teaching; Peer Group Teaching; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Competence in algebra is linked to access to higher education, employment in better-paying jobs, and, increasingly, the ability to earn a high school diploma. For many students with learning disabilities, developing proficiency in algebra represents a challenging, but necessary goal. Teachers of students with learning disabilities need access to assessment tools and instructional strategies that support algebra learning. This article reports research on a group of measures designed to monitor student progress in algebra and highlights findings specific to students with disabilities. In addition, evidence-based instructional strategies for algebra are summarized. Implications for practitioners and future research are discussed for both progress monitoring assessment tools and algebra instructional practices. (Contains 4 tables and 2 footnotes.) (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10