Literaturnachweis - Detailanzeige
| Autor/inn/en | Kestel, Eugénie; Forgasz, Helen |
|---|---|
| Titel | Targeted Tuition Delivered by Personal Videoconferencing for Students with Mathematical Learning Difficulties |
| Quelle | In: Learning Disabilities Research & Practice, 33 (2018) 2, S.112-122 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kestel, Eugénie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| DOI | 10.1111/ldrp.12164 |
| Schlagwörter | Tuition; Videoconferencing; Mathematics Instruction; Learning Problems; Comparative Analysis; Elementary School Students; Middle School Students; Intervention; Synchronous Communication; Numbers; Standardized Tests; Test Results |
| Abstract | The effectiveness of an individual, conceptual instruction-based tuition program delivered by personal videoconferencing (PVC), compared to face-to-face (FtF) delivery for 30 upper primary and middle school students with mathematical learning difficulties (MLD), is described in this article. The experimental intervention targeted number sense, conceptual understandings of mathematical operations, and fluency with basic number facts. Results showed that significant improvements were achieved in accuracy on basic number fact tasks and standardized test results for both experimental groups. Implications for students with MLD living regionally and remotely are discussed. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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