Teaching Algebra with a Functional Application to Students with Moderate Intellectual Disability

Autor/inn/en	Chapman, Suzannah M.; Ault, Melinda Jones; Spriggs, Amy D.; Bottge, Brian A.; Shepley, Sally B.
Titel	Teaching Algebra with a Functional Application to Students with Moderate Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 54 (2019) 2, S.161-174 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Mathematics Instruction; Students with Disabilities; Moderate Intellectual Disability; Instructional Effectiveness; Problem Solving; Equations (Mathematics); Word Problems (Mathematics); Teaching Methods; Manipulative Materials; Visual Aids; Prompting; Algebra; High School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtserfolg; Problemlösen; Equations; Mathematics; Gleichungslehre; Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Anschauungsmaterial; Benutzerführung; High school; High schools; Oberschule
Abstract	A multiple probe across participants design was used to examine the effectiveness of a treatment package to teach students with moderate intellectual disability how to solve simple linear equations. The investigator read realistic scenarios of a problem, used actual items as manipulatives, presented a visual aid of the equation, and used a system of least prompts procedure to teach the students to solve the problems. The results revealed the treatment package was effective in teaching students with moderate intellectual disabilities to solve linear equations. Participants generalized the ability to solve algebraic equations to problems in the natural environment. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01