Purposeful Use of High-Leverage Practices to Teach Number Sense

Autor/inn/en	Gerzel-Short, Lydia; Hedin, Laura
Titel	Purposeful Use of High-Leverage Practices to Teach Number Sense
Quelle	In: Intervention in School and Clinic, 57 (2022) 3, S.19-24 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211014839
Schlagwörter	Mathematics Instruction; Numbers; Educational Practices; Students with Disabilities; Learning Disabilities; Direct Instruction; Technology Uses in Education; Manipulative Materials; Learner Engagement; Media Adaptation; Curriculum Development; Feedback (Response) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Zahlenraum; Bildungspraxis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hilfsmittel; Medienverwendung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	High-leverage practices are essential components of specially designed instruction required by the Individuals with Disabilities Education Improvement Act. High-leverage practices such as explicit instruction and use of instructional and assistive technology have research evidence demonstrating their effectiveness when teaching students with learning and other disabilities. Although high-leverage practices are appropriate for many content areas, this article illustrates their use when teaching number sense. Number sense involves fluidity with (a) estimating and naming quantities, (b) evaluating accuracy of answers, (c) calculating mentally, and (d) drawing or representing problems. Development of number sense predicts later math achievement for students with and at risk for learning disabilities, making it an essential skill for teachers to address. Peppering common number sense activities with high-leverage practices enhances their impact for students with learning disabilities. (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	2024/1/01