A Student with Mild Intellectual Disability and Two-Step Equations

Autor/inn/en	Hord, Casey; DeJarnette, Anna F.; McMillan, Leah A.; Baldrick, Paige
Titel	A Student with Mild Intellectual Disability and Two-Step Equations
Quelle	In: Support for Learning, 35 (2020) 4, S.506-521 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12330
Schlagwörter	Mild Intellectual Disability; Equations (Mathematics); Mathematics Skills; Short Term Memory; Learning Strategies; Critical Thinking; Problem Solving + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kurzzeitgedächtnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kritisches Denken; Problemlösen
Abstract	The authors of this study conducted an exploratory study of the teaching and learning processes of a tutor and a student with a mild intellectual disability (MID) while working on two-step equations. The researchers focused on situations in which the participant was likely to struggle with memory and processing as well as the challenges of the mathematics tasks with which he was presented. The student benefitted from his own use of strategically organised work on pencil and paper as well as the teacher's use of gestures and strategically asked questions designed to promote his progress, yet not interfere with his critical thinking. While the student did experience some challenges, this study demonstrated a case in which a student with a MID solved and discussed two-step equations successfully. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01