Teaching Whole Number Addition and Subtraction to Students with Learning Disabilities

Autor/inn/en	Rojo, Megan; Wakim, Noura
Titel	Teaching Whole Number Addition and Subtraction to Students with Learning Disabilities
Quelle	In: Intervention in School and Clinic, 58 (2023) 3, S.190-197 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rojo, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512221081240
Schlagwörter	Addition; Subtraction; Mathematics; Learning Disabilities; Evidence Based Practice; Number Concepts; Educational Strategies + Suchen Sie Ihr Suchwort? Subtraktion; Mathematik; Learning handicap; Lernbehinderung; Number concept; Zahlbegriff; Lehrstrategie
Abstract	Students with learning disabilities in mathematics often struggle with the underlying concepts of multidigit addition and subtraction. To help students build a conceptual understanding of these computations, teachers can utilize evidence-based practices such as the concrete-semi-concrete-abstract framework and the use of multiple visual representations. This column presents five key strategies that incorporate evidence-based practices and teach whole number operations that rely on place value understanding. (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