Teaching Algebraic Equations to Middle School Students with Intellectual Disabilities

Autor/inn/en	Baker, Joshua N.; Rivera, Christopher J.; Morgan, Joseph John; Reese, Noelle
Titel	Teaching Algebraic Equations to Middle School Students with Intellectual Disabilities
Quelle	In: Journal of the American Academy of Special Education Professionals, (2015), S.29-43 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Equations (Mathematics); Algebra; Intellectual Disability; Mathematics Teachers; Middle School Teachers; Teaching Methods; Problem Solving; Mathematics Achievement; Middle School Students; Grade 6; Grade 7; Grade 8; Intervention; Parent Surveys + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Equations; Mathematics; Gleichungslehre; Intellect; Disability; Disabilities; Verstand; Behinderung; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student; Students; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The purpose of this study was to replicate similar instructional techniques of Jimenez, Browder, and Courtade (2008) using a single-subject multiple-probe across participants design to investigate the effects of task analytic instruction coupled with semi-concrete representations to teach linear algebraic equations to middle school students with intellectual disabilities. Over the past decade, instructional strategies used to teach academics to students with intellectual disabilities have seen a dramatic change. Federal laws (e.g., IDEA, 1997; 2004) and state assessments have assisted in creating a balance of functional and academic instruction with this population. Data were analyzed using visual inspection and descriptive comparison between baseline and intervention phases for each student. Results suggest a functional relationship across all participants. Generalization measures and limitations are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01