A Student with a Learning Disability and Multi-Step Equations with Fractions

Autor/inn/en	Hord, Casey; Ladrigan, Emily; Saldanha, Rene L.
Titel	A Student with a Learning Disability and Multi-Step Equations with Fractions
Quelle	In: Learning Disabilities: A Contemporary Journal, 18 (2020) 1, S.111-121 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Learning Disabilities; Equations (Mathematics); Fractions; Mathematics Instruction; Tutoring; Calculators; Mathematics Anxiety; High School Students; Algebra; Teaching Methods; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Equations; Mathematics; Gleichungslehre; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Förderkonzept; Nachhilfeunterricht; Calculator; Rechner; Rechenmaschine; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The researchers conducted a microanalysis of two purposefully sampled sessions of a tutor working with a student with a learning disability (LD) engaging with multi-step equations with and without fractions. During the tutoring sessions, the student experienced quick, independent success on equations without fractions, but struggled considerably when fractions were embedded in the equations. When the tutor supported the student with gestures, verbal instruction, and managing his work on paper, the student was able to make some progress. The situation described in this study presents challenges for teachers regarding when to let students use a calculator for solving fraction computations versus when to teach fraction concepts as well as how to support a student with an LD who is struggling with possible anxiety while engaging with challenging mathematics. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01