An Investigation of SRSD to Teach Fractions to Students with Disabilities

Autor/inn/en	Losinski, Mickey; Ennis, Robin Parks; Sanders, Sara; Wiseman, Nicole
Titel	An Investigation of SRSD to Teach Fractions to Students with Disabilities
Quelle	In: Exceptional Children, 85 (2019) 3, S.291-308 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ennis, Robin Parks)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402918813980
Schlagwörter	Students with Disabilities; Fractions; Mathematics Instruction; Learning Strategies; Intervention; At Risk Students; Mathematics Skills; Instructional Effectiveness; Addition; Subtraction; Elementary School Students; Elementary School Mathematics; Grade 5 + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Subtraktion; Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	In the current study we examined the effect of a self-regulated strategy development intervention on the fraction calculations of students with or at risk for disabilities using a multiple-baseline-across-sites, single-case design. Specifically, the intervention package addressed the following skills: adding and subtracting fractions with unlike denominators, simplifying fractions, and converting improper fractions to mixed numbers. The intervention was implemented with high levels of treatment fidelity and social validity across three separate intervention agents. Results of the study showed the intervention to be effective, with 15 of the 16 participants making marked gains on fraction probes. We discuss the results of the study with respect to the research questions, provide limitations to the study, and propose areas for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01