Teaching Algebra to Students with Learning Disabilities: Where Have We Come and Where Should We Go?

Autor/inn/en	Watt, Sarah J.; Watkins, Jessie R.; Abbitt, Jason
Titel	Teaching Algebra to Students with Learning Disabilities: Where Have We Come and Where Should We Go?
Quelle	In: Journal of Learning Disabilities, 49 (2016) 4, S.437-447 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414564220
Schlagwörter	Algebra; Learning Disabilities; Mathematics Instruction; Intervention; Effect Size; Common Core State Standards; Literature Reviews; Elementary Secondary Education; Coding; Mathematics Skills; Teaching Methods; Sequential Learning; Tutoring; Cognitive Processes; Context Effect; Instructional Materials; Program Effectiveness + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Codierung; Programmierung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktische Sequenzierung; Lernsequenz; Förderkonzept; Nachhilfeunterricht; Cognitive process; Kognitiver Prozess; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48). A total of five interventions were identified and analyzed across the studies using effect size data. (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	2020/1/01