Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability

Autor/inn/en	Root, Jenny; Saunders, Alicia; Spooner, Fred; Brosh, Chelsi
Titel	Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability
Quelle	In: Career Development and Transition for Exceptional Individuals, 40 (2017) 1, S.5-14 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143416681288
Schlagwörter	Middle School Students; Moderate Intellectual Disability; Mathematics Instruction; Problem Solving; Money Management; Purchasing; Calculators; Handheld Devices; Generalization; Instructional Materials; Task Analysis; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Problemlösen; Beschaffungswesen; Kauf; Calculator; Rechner; Rechenmaschine; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Aufgabenanalyse; Unterrichtserfolg
Abstract	The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant's ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research. (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