Algebra Instruction for Students with Learning Disabilities in the Era of Common Core

Autor/in	Strickland, Tricia K.
Titel	Algebra Instruction for Students with Learning Disabilities in the Era of Common Core
Quelle	In: Intervention in School and Clinic, 57 (2022) 5, S.306-315 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211032613
Schlagwörter	Algebra; Mathematics Instruction; Teaching Methods; Alignment (Education); Common Core State Standards; High School Students; Students with Disabilities; Nonverbal Communication; Manipulative Materials; Computer Simulation; Visual Aids; Intervention + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Common core curriculum; Curriculum; Kerncurriculum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Non-verbal communication; Nonverbale Kommunikation; Hilfsmittel; Computergrafik; Computersimulation; Anschauungsmaterial
Abstract	The Common Core State Standards in Mathematics (CCSSM) were released more than 10 years ago. This set of standards outlines the mathematics that all students should know and be able to do to prepare them for post-secondary education and employment. Students with learning disabilities (LD) continue to underperform in relation to their peers without disabilities in secondary mathematics. As high school Algebra I is a required course for the majority of students, research-based instructional practices should be utilized to support students with LD in Algebra I. This article summarizes recent research on instructional practices for teaching algebra content that aligns to the CCSSM. Specifically, three types of instructional practices have been found to promote progress in the high school algebra content: (a) concrete-representational-abstract integration, (b) virtual manipulative instruction, and (c) gestures and diagrams. (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