Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students with Learning Disability

Autor/inn/en	Hunt, Jessica H.; Vasquez, Eleazar, III
Titel	Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students with Learning Disability
Quelle	In: Journal of Special Education, 48 (2014) 3, S.180-190 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912474102
Schlagwörter	Learning Disabilities; Mathematics Education; Mathematical Concepts; Numbers; Intervention; Tutoring; Supplementary Education; Learning Processes; Middle School Students; Problem Solving; Learning Strategies + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathematische Bildung; Zahlenraum; Förderkonzept; Nachhilfeunterricht; Ergänzungsunterricht; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Students with mathematics learning disabilities have a weak understanding of mathematical concepts that underlie success in Algebra I, such as ratios and proportional reasoning. In this study, researchers used a multiple baseline across participants design to evaluate the effects of a intervention based on a instructional trajectory of how students come to understand ratios through build-up, emergent unit, and unit strategies on performance on a test of ratio equivalence. Student performance during intervention indicated a functional relationship between the instruction and higher scores on a curriculum-based measure across three students. Student use of increasingly sophisticated strategies over the course of the intervention also increased. Results as well as possible implications and future research are discussed. (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	2017/4/10