Literaturnachweis - Detailanzeige
Autor/inn/en | Chen, Briella Baer; Yakubova, Gulnoza; Hughes, Elizabeth M. |
---|---|
Titel | Mathematics Support Strategies for Teaching Students with ASD to Solve Fraction Computation Problems: An Exploratory A-B Design Study |
Quelle | In: Preventing School Failure, 66 (2022) 2, S.99-108 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1045-988X |
DOI | 10.1080/1045988X.2022.2037493 |
Schlagwörter | Students with Disabilities; Autism; Pervasive Developmental Disorders; Teaching Methods; Instructional Effectiveness; Mathematics Instruction; Mathematics Skills; Problem Solving; Fractions; Video Technology; Manipulative Materials; Error Correction; Modeling (Psychology); Middle School Students Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Bruchrechnung; Hilfsmittel; Korrektur; Modeling; Modelling; Modellierung; Middle school; Middle schools; Mittelschule; Mittelstufenschule |
Abstract | As teachers are faced with increasing demands to meet the needs of diverse learners, such as the growing number of students with ASD, the need to accommodate each learner and provide opportunities for individualized learning becomes critical. Therefore, the aim of this A-B single-case study was to explore a variety of support strategies (e.g., video modeling, concrete manipulatives, guided practice, self-monitoring checklists, and error correction) to see which aspects of the multicomponent instruction were helpful in improving the fraction problem-solving accuracy for three students with ASD. Our analysis examined patterns in skill improvement and support levels required. All students improved their accuracy of solving fraction problems, although one student required more guidance. Using both quantitative and observational findings, we further examined each student's individual experience with the intervention and discuss future directions and implications. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |