Intensive Word Problem Solving for Students with Learning Disabilities in Mathematics

Autor/inn/en	Witzel, Bradley; Myers, Jonté A.; Xin, Yan Ping
Titel	Intensive Word Problem Solving for Students with Learning Disabilities in Mathematics
Quelle	In: Intervention in School and Clinic, 58 (2022) 1, S.9-14 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211047580
Schlagwörter	Mathematics Instruction; Word Problems (Mathematics); Students with Disabilities; Learning Disabilities; Mathematics Skills; Models; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Textaufgabe; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	State exams frequently use word problems to measure mathematics performance, making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data for students with LD, five empirically validated word-problem strategies are presented, with components of model-based problem solving (MBPS) highlighted. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01