Teaching Geometry to Students with Math Difficulties Using Graduated and Peer-Mediated Instruction in a Response-to-Intervention Model

Autor/inn/en	Dobbins, Angela; Gagnon, Joseph Calvin; Ulrich, Tracy
Titel	Teaching Geometry to Students with Math Difficulties Using Graduated and Peer-Mediated Instruction in a Response-to-Intervention Model
Quelle	In: Preventing School Failure, 58 (2014) 1, S.17-25 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2012.743454
Schlagwörter	Geometric Concepts; Geometry; Mathematics Instruction; Intervention; Mathematics Achievement; Low Achievement; Mathematics Skills; Small Group Instruction; Peer Teaching; Sequential Approach; Mathematics Teachers; Learning Disabilities; Response to Intervention; Manipulative Materials; High School Students + Suchen Sie Ihr Suchwort? Elementare Geometrie; Geometrie; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Mathematics ability; Peer group teaching; Peer Group Teaching; Schrittfolge; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Learning handicap; Lernbehinderung; Hilfsmittel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Geometry is a course that is increasingly required for students to graduate from high school. However, geometric concepts can pose a great challenge to high school youth with math difficulties. Although research on teaching geometry to students with mathematics difficulties is limited, teachers are challenged daily with providing support for youth who do not make adequate progress through high-quality core mathematics instruction. This article provides practical and promising practices for providing additional small group support (i.e., Tier II interventions) to youth that promote understanding of finding the area of a trapezoid. Specifically, the authors focus on the use of a graduated instructional sequence and peer-mediated instruction within an explicit instruction model. Recommendations and sample lessons are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10