Enhancing Assignment Perceptions in Students with Mathematics Learning Disabilities by Including More Work: An Extension of Interspersal Research

Autor/inn/en	Wildmon, Mark E.; Skinner, Christopher H.; Watson, T. Steuart; Garrett, L. Shan
Titel	Enhancing Assignment Perceptions in Students with Mathematics Learning Disabilities by Including More Work: An Extension of Interspersal Research
Quelle	In: School Psychology Quarterly, 19 (2004) 2, S.106-120 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
Schlagwörter	Assignments; Mathematics Education; Learning Disabilities; Mathematics Skills; Middle School Students; Student Attitudes; Computation; Mathematics Instruction + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Mathematische Bildung; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Mathematics lessons; Mathematikunterricht
Abstract	Active student responding is often required to remedy computation skill deficits in students with learning disabilities. However, these students may find computation assignments unrewarding and frustrating, and be less likely to choose to engage in assigned computation tasks. In the current study, middle school students with learning disabilities worked on control assignments containing 15 four-digit minus four-digit target computation problems and interspersal assignments containing 15 similar problems and five additional one-digit minus one-digit problems. Results showed that interspersing the brief problems did not reduce target problem accuracy levels or opportunities to respond to target problems. Students did complete more total problems (i.e., target and single-digit problems) on the interspersal assignment. Even though the interspersal assignment contained more work, significantly more students rated it as requiring less effort to complete and selected it for homework. Discussion focuses on applied implications, causal mechanisms, and future research related to the interspersal procedure and the discrete task completion hypothesis. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10