The Effects of the Explicit Inquiry Routine on the Performance of Students with Learning Disabilities on One-Variable Equations

Autor/inn/en	Scheuermann, Amy M.; Deshler, Donald D.; Schumaker, Jean B.
Titel	The Effects of the Explicit Inquiry Routine on the Performance of Students with Learning Disabilities on One-Variable Equations
Quelle	In: Learning Disability Quarterly, 32 (2009) 2, S.103-120 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Learning Disabilities; Statistical Analysis; Word Problems (Mathematics); Teaching Methods; Inquiry; Mathematics Instruction; Middle School Students; Secondary School Mathematics; Problem Solving; Equations (Mathematics); Scores; Instructional Effectiveness; Mathematics Skills; Mathematics Achievement; Achievement Tests + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Statistische Analyse; Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Equations; Mathematics; Gleichungslehre; Unterrichtserfolg; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study determined the effects of the Explicit Inquiry Routine (EIR), a teaching routine, on the math performance of 14 middle-school students with math learning disabilities. The routine integrates validated mathematical teaching practices from general education (inquiry, dialogue) and special education (intensive, explicit instruction) to engage students in an interactive inquiry process across multiple modes (concrete, representation, and abstract) of illustration and manipulation to develop an understanding of the one-variable equation. A multiple-baseline-across-students design was employed. Both statistical analysis and visual inspection indicated that students' scores increased and were maintained for up to 11 weeks after instruction was terminated. In addition, students transferred their skills to textbook word problems and standardized math achievement measures. (Contains 5 figures, 4 tables and 2 footnotes.) (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10