Literaturnachweis - Detailanzeige
| Autor/inn/en | Strickland, Tricia K.; Maccini, Paula |
|---|---|
| Titel | Strategies for Teaching Algebra to Students with Learning Disabilities: Making Research to Practice Connections |
| Quelle | In: Intervention in School and Clinic, 46 (2010) 1, S.38-45 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451210369519 |
| Schlagwörter | Learning Disabilities; Mathematics Instruction; Algebra; Teaching Methods; Intervention; Educational Technology; Instructional Materials; Sequential Approach; Problem Solving; Secondary School Mathematics |
| Abstract | To improve student success in mathematics, the use of research-based interventions is necessary to help secondary students with learning disabilities (LD) access the algebra curriculum. The authors provide an overview of the following research-based approaches: explicit instruction, graduated instructional sequence, technology, and graphic organizers. For each approach, a summary of the research is provided along with suggestions for how the approach can be used by classroom teachers to support algebra instruction. (Contains 4 figures and 2 tables.) (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 | 2017/4/10 |
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