Adapting and Merging Explicit Instruction within Reform Based Mathematics Classrooms

Autor/inn/en	Hudson, Pamela; Miller, Susan P.; Butler, Fran
Titel	Adapting and Merging Explicit Instruction within Reform Based Mathematics Classrooms
Quelle	In: American Secondary Education, 35 (2006) 1, S.19-32 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	General Education; Academic Accommodations (Disabilities); English (Second Language); Second Language Learning; Mathematics Teachers; Methods; Mathematics Instruction; Teaching Methods; Educational Research; Educational Strategies; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Method; Methode; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Lehrstrategie
Abstract	Given the current trend of teaching all students, including those with disabilities and English Language Learners, in inclusive general education settings, it is important to find instructional approaches that adequately address the diverse needs of today's students. This is particularly challenging when it comes to mathematics instruction due to the diversity of teaching philosophy and methodology used within the special and general education communities. For the past 15 years, educators and researchers in the field of general education have advocated for reform-based mathematics instruction based primarily on the work of the National Council of Teachers of Mathematics (NCTM). However, educators researching instruction for students with diverse learning needs have continued to support an explicit teaching methodology for mathematics instruction. The purpose of this article is to provide initial thinking about how the explicit teaching approach can be adapted and merged with reform-based mathematics in hopes of providing high quality mathematics instruction for all secondary students. (Author).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10