Literaturnachweis - Detailanzeige
Autor/inn/en | Watt, Sarah J.; Watkins, Jessie R.; Abbitt, Jason |
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Titel | Teaching Algebra to Students with Learning Disabilities: Where Have We Come and Where Should We Go? |
Quelle | In: Journal of Learning Disabilities, 49 (2016) 4, S.437-447 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
DOI | 10.1177/0022219414564220 |
Schlagwörter | Algebra; Learning Disabilities; Mathematics Instruction; Intervention; Effect Size; Common Core State Standards; Literature Reviews; Elementary Secondary Education; Coding; Mathematics Skills; Teaching Methods; Sequential Learning; Tutoring; Cognitive Processes; Context Effect; Instructional Materials; Program Effectiveness Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Codierung; Programmierung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktische Sequenzierung; Lernsequenz; Förderkonzept; Nachhilfeunterricht; Cognitive process; Kognitiver Prozess; Lehrmaterial; Lehrmittel; Unterrichtsmedien |
Abstract | This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48). A total of five interventions were identified and analyzed across the studies using effect size data. (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 | 2020/1/01 |