Using Complex Learning Tasks to Build Procedural Fluency and Financial Literacy for Young People with Intellectual Disability

Autor/inn/en	Hopkins, Sarah; O'Donovan, Richard
Titel	Using Complex Learning Tasks to Build Procedural Fluency and Financial Literacy for Young People with Intellectual Disability
Quelle	In: Mathematics Education Research Journal, 33 (2021) 1, S.163-181 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopkins, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-019-00279-w
Schlagwörter	Learning Activities; Mathematical Concepts; Money Management; Young Adults; Intellectual Disability; Preservice Teachers; Reflection; Tutoring + Suchen Sie Ihr Suchwort? Lernaktivität; Young adult; Junger Erwachsener; Intellect; Disability; Disabilities; Verstand; Behinderung; Förderkonzept; Nachhilfeunterricht
Abstract	In this study, we investigate a program designed for young adults with intellectual disability to learn how to calculate the value of a collection of coins and notes with procedural fluency. In the first half of the paper, we establish the importance of financial literacy for people with intellectual disability and the need to address mathematical foundations using approaches that build procedural fluency. In the second half of the paper, we present findings from an analysis of pre-service teachers' weekly reflections after having just tutored a student in the program. Using educational design research, we articulate how students build procedural fluency and what supports this type of learning. This paper will be of interest to researchers and practitioners alike who are looking to apply the latest findings on effective pedagogies to the field of inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01