Teaching Rate of Change and Problem Solving to High School Students with High Incidence Disabilities at Tier 3

Autor/inn/en	Bundock, Kaitlin; Hawken, Leanne S.; Kiuhara, Sharlene A.; O'Keeffe, Breda V.; O'Neill, Robert E.; Cummings, Margarita B.
Titel	Teaching Rate of Change and Problem Solving to High School Students with High Incidence Disabilities at Tier 3
Quelle	In: Learning Disability Quarterly, 44 (2021) 1, S.35-49 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719887341
Schlagwörter	High School Students; Students with Disabilities; Problem Solving; Mathematics Instruction; Secondary School Mathematics; Mathematical Concepts; Concept Formation; Grade 9; Mathematical Logic; Direct Instruction; Mathematics Skills; Teaching Methods; Instructional Effectiveness; Learning Disabilities; Content Area Writing; Verbal Communication; Word Problems (Mathematics); Equations (Mathematics); Graphs; Computation; Algebra + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Problemlösen; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; School year 09; 9. Schuljahr; Schuljahr 09; Mathematical logics; Mathematische Logik; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning handicap; Lernbehinderung; Schriftliche Übung; Textaufgabe; Equations; Mathematics; Gleichungslehre; Grafische Darstellung
Abstract	Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students' conceptual understanding of mathematics. Combining CRA-I and explicit instructional strategies may increase students' conceptual understanding and ability to express mathematical reasoning through writing. This study included three ninth-grade students with disabilities, and employed a multiple-probe design across-participants to investigate a functional relation between an explicit instructional strategy within a CRA-I framework and high school students' with disabilities proficiency in solving rate of change problems. Results showed that all three students improved their mathematics scores (combined Tau-"U" effect size = 0.77, p < 0.001) and maintained improvements during a 1- to 7-week post-instruction phase. Implications for research and practice related to mathematics instruction and intervention specifically for students with learning disabilities are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01