Literaturnachweis - Detailanzeige
Autor/inn/en | Agaliotis, Ioannis; Teli, Afroditi |
---|---|
Titel | Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors |
Quelle | In: Journal of Education and Learning, 5 (2016), S.90-103 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1927-5250 |
Schlagwörter | Teaching Methods; Mathematics Instruction; Learning Disabilities; Mild Intellectual Disability; Intervention; Control Groups; Experimental Groups; Instructional Effectiveness; Correlation; Cognitive Processes; Learning Processes; Comparative Analysis; Program Effectiveness; Arithmetic; Multiplication; Foreign Countries; Mathematics Tests; Statistical Analysis; Elementary School Students; Nonparametric Statistics; Greece Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Unterrichtserfolg; Korrelation; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Multiplikation; Ausland; Statistische Analyse; Griechenland |
Abstract | The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction, while the intervention for the experimental group (LD = 19, MID = 4) combined the intervention for the control group and an alternative grouping and presentation scheme of ACs. Correlations between cognitive and learning characteristics of the two disability categories and participants' performance in ACs learning were also investigated. Intra-group comparisons showed that post-intervention performance of both groups (control and experimental) was significantly higher than their pre-intervention performance. However, inter-group comparisons revealed that there was no significant difference between the results obtained through the two interventions. Students with LD outperformed their counterparts with MID. Differences of the two disability categories in domains such as speed of information processing and counting skills correlated with performance. Results are discussed in reference to the organization of effective intervention programs for supporting students with LD or MID in their effort to learn arithmetic combinations of multiplication and division. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |