Literaturnachweis - Detailanzeige
Autor/inn/en | Yakubova, Gulnoza; Hughes, Elizabeth M.; Baer, Briella L. |
---|---|
Titel | Supporting Students with ASD in Mathematics Learning Using Video-Based Concrete-Representational-Abstract Sequencing Instruction |
Quelle | In: Preventing School Failure, 64 (2020) 1, S.12-18 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1045-988X |
DOI | 10.1080/1045988X.2019.1627999 |
Schlagwörter | Autism; Pervasive Developmental Disorders; Video Technology; Mathematics Instruction; Evidence Based Practice; Skill Development; Teaching Methods; Abstract Reasoning; Pictorial Stimuli; Direct Instruction; Models; Prompting; Cues; Problem Solving; Mathematical Concepts; Concept Formation; Manipulative Materials; Mathematical Logic; Elementary Secondary Education; Educational Technology; Technology Uses in Education Autismus; Mathematics lessons; Mathematikunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Abstraktes Denken; Denken; Fantasieanregung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Analogiemodell; Benutzerführung; Stichwort; Problemlösen; Concept learning; Begriffsbildung; Hilfsmittel; Mathematical logics; Mathematische Logik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen |
Abstract | With the increasing attention and surge of empirical research in providing academic instruction for students with autism spectrum disorder (ASD) comes the need to provide teachers with research-supported strategies. Using one evidence-based strategy for teaching mathematics to students with high incidence disabilities, and another for teaching primarily nonacademic skills to students with ASD, this article offers practical tips for implementing a unique and innovative approach to providing mathematics instruction to students with ASD across a variety of instructional contexts. Guidelines to develop and implement the concrete-representational-abstract (CRA) sequencing instruction with video-based instruction (VBI) in teaching mathematics to students with ASD are provided. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |