Building Conceptual Understanding of Linear Measurement: Teaching Students with Mathematics Learning Disabilities

Autor/inn/en	Sutherland, Marah; Firestone, Allison R.; Doabler, Christian T.; Clarke, Ben
Titel	Building Conceptual Understanding of Linear Measurement: Teaching Students with Mathematics Learning Disabilities
Quelle	In: TEACHING Exceptional Children, 53 (2020) 1, S.70-78 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sutherland, Marah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920919131
Schlagwörter	Mathematics Instruction; Learning Disabilities; Students with Disabilities; Mathematical Concepts; Concept Formation; Measurement; Teaching Methods; Relevance (Education); Vocabulary Development; Cooperative Learning; Learning Activities; Feedback (Response); Word Problems (Mathematics); Problem Solving + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Concept learning; Begriffsbildung; Messverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Wortschatzarbeit; Kooperatives Lernen; Lernaktivität; Textaufgabe; Problemlösen
Abstract	Given the applicability of measurement to real-world problem solving and the importance of measurement understanding to accessing more advanced mathematics, improving instruction on foundational measurement skills for struggling learners is crucial. Although interventions targeting measurement have a smaller research base than other areas of mathematics, such as whole numbers, teachers may draw from the larger research base on effective mathematics instruction to teach the critical concepts and skills of linear measurement. This article provides six evidence-based recommendations for supporting students with mathematics learning disabilities (MLD) to develop conceptual understanding and procedural skills in linear measurement, followed by brief vignettes to illustrate how teachers can enact each recommendation. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01