How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies

Autor/inn/en	Morano, Stephanie; Aigotti, Susan
Titel	How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies
Quelle	In: Beyond Behavior, 31 (2022) 1, S.53-64 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/10742956211072259
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Skills; Behavior Disorders; Emotional Disturbances; Evidence Based Practice; Students with Disabilities; Mathematics Instruction; Drills (Practice); Educational Strategies + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathematics lessons; Mathematikunterricht; Lehrstrategie
Abstract	Fluency in math facts and procedures is critical for math achievement overall and often challenging for students with emotional and behavioral disorders to develop. This article describes how to implement two complementary and evidence-based practice strategies, incremental rehearsal and Cover-Copy-Compare, to build declarative and procedural fluency in tandem. How-to steps, example materials, and additional resources are provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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