Literaturnachweis - Detailanzeige
| Autor/inn/en | Losinski, Mickey; Thiele, Julie; Ennis, Robin Parks; Shaw, Ashley |
|---|---|
| Titel | An Investigation of the Use of Self-Regulated Strategy Development to Teach Long Division to Students with or At-Risk for Emotional Disturbance |
| Quelle | In: Education and Treatment of Children, 44 (2021) 3, S.169-183 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Shaw, Ashley) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0748-8491 |
| Schlagwörter | Self Management; Learning Strategies; Teaching Methods; Division; Emotional Disturbances; At Risk Students; Special Needs Students; Intervention |
| Abstract | Division is an essential skill for math fluency and achievement in higher-order math skills. Using a partial quotients algorithm is one way to support a student's ability to develop both conceptual and computational knowledge of long division. We used the self-regulated strategy development (SRSD) framework to develop lesson plans and a mnemonic to guide students through the long division process. Using a multiple-baseline across participants design, SRSD instruction resulted in a functional relation between the intervention and both correct answers and rubric scores. The intervention was implemented by a practitioner with high levels of fidelity and had high levels of acceptability from both teacher and student perspectives. We present limitations and future directions in this area. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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