Literaturnachweis - Detailanzeige
| Autor/inn/en | Long, Holly M.; Bouck, Emily C.; Jakubow, Larissa N. |
|---|---|
| Titel | Explicit Instruction in Mathematics: Considerations for Virtual Learning |
| Quelle | In: Journal of Special Education Technology, 36 (2021) 2, S.67-76 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Long, Holly M.) ORCID (Bouck, Emily C.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643421994099 |
| Schlagwörter | Mathematics Instruction; Online Courses; Teaching Methods; Students with Disabilities; At Risk Students; Synchronous Communication; Asynchronous Communication; Evidence Based Practice; Educational Technology; Web Based Instruction |
| Abstract | A large number of students with and without disabilities--including students at-risk--are currently learning online through synchronous and/or asynchronous instruction. As such, it is important for educators to be equipped with evidence-based practices--or at the minimum research-based practices--that can be adapted or modified to teach students online, including the area of mathematics. This article discusses how educators can adapt and implement explicit instruction--an evidence-based practice for teaching students with disabilities in mathematics--to educate students with disabilities and those struggling or at-risk in mathematics within an online environment. In addition, this article presents resources for free and paid technology as well as additional considerations when implementing explicit instruction in an online environment. (As Provided). |
| Anmerkungen | SAGE Publications. 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 |
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