A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities

Autor/inn/en	Browder, Diane M.; Spooner, Fred; Ahlgrim-Delzell, Lynn; Harris, Amber A.; Wakeman, Shawnee
Titel	A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities
Quelle	In: Exceptional Children, 74 (2008) 4, S.407-432 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Research Design; Mathematics Teachers; Mathematics Instruction; Mental Retardation; Meta Analysis; Severity (of Disability); Mathematics Skills; Computation; Measurement; Teaching Methods; Instructional Effectiveness; Interrater Reliability; Severe Mental Retardation; Moderate Mental Retardation + Suchen Sie Ihr Suchwort? Forschungsdesign; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Geistige Behinderung; Meta-analysis; Metaanalyse; Schweregrad; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Messverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Interrater-Reliabilität
Abstract	This article reports on a comprehensive literature review and meta-analysis of 68 experiments on teaching mathematics to individuals with significant cognitive disabilities. Most of the studies in the review addressed numbers and computation or measurement. Within the computation studies identified, most focused on counting, calculation, or number matching. For the measurement studies, nearly all focused on money skills. Of the 54 single subject design studies, 19 were classified as having all quality indicators for research design (13 representing the National Council of Teachers of Mathematics Measurement standard and 6 representing the Numbers and Operations standard). These studies offer strong evidence for using systematic instruction to teach mathematics skills and for using in vivo settings. (Contains 1 figure and 7 tables.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10