Algebra Instruction for Secondary Students with Learning Disabilities: A Review

Autor/inn/en	Morin, Lisa L.; Agrawal, Jugnu
Titel	Algebra Instruction for Secondary Students with Learning Disabilities: A Review
Quelle	In: Learning Disabilities: A Contemporary Journal, 20 (2022) 1, S.47-63 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Algebra; Teaching Methods; Mathematics Instruction; Learning Disabilities; Secondary School Students; Evidence Based Practice; Research Reports; Students with Disabilities; Special Education; Guidelines; Standards + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Sekundarschüler; Research report; Forschungsbericht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Richtlinien; Standard
Abstract	The purpose of this article was to evaluate the quality of research studies and the evidence base for algebra instruction for secondary students with learning disabilities (LD) from 2000 to 2020. We evaluated the quality of methodological rigor of a total of eight single subject and three group design research studies using the 2014 Council for Exceptional Children (CEC) quality indicators for evidence-based practices for special education. Results indicated that two studies met the criteria for high-quality or acceptable research based on absolute coding, whereas nine studies met the standards for an evidence-based practice based on weighted coding. Implications for future research and practice are discussed. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01