Geometry and Measurement: A Discussion of Status and Content Options for Elementary School Students with Learning Disabilities

Autor/inn/en	Cawley, John F.; Foley, Teresa E.; Hayes, Anne Marie
Titel	Geometry and Measurement: A Discussion of Status and Content Options for Elementary School Students with Learning Disabilities
Quelle	In: Learning Disabilities: A Contemporary Journal, 7 (2009) 1, S.21-42 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Elementary School Students; Learning Disabilities; Geometry; Mathematics Instruction; Elementary School Mathematics; Geometric Concepts; Teaching Methods; Measurement Techniques; Special Needs Students; Teacher Education; Textbooks; Student Evaluation; Mathematics Achievement; Arithmetic + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Geometrie; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Elementare Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Messtechnik; Sonderpädagogischer Förderbedarf; Lehrerausbildung; Lehrerbildung; Textbook; Text book; Schulbuch; Lehrbuch; Schulnote; Studentische Bewertung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	The purpose of this paper is to present a summary of selected facets of geometry and measurement in elementary school programs and to describe curricula content options designed to demonstrate the feasibility of seeking high level outcomes and meanings for students with learning disabilities. While there are a multitude of published papers relative to arithmetic, the literature specific to geometry and measurement is scant indeed. The illustrations of the area of the circle and the volume of cubes, pyramids, cylinders, and cones are presented to encourage researchers and teachers alike to seek higher-order outcomes for geometry and measurement and avoid the rote drill and practice that often dominates arithmetic instruction at the elementary grade levels. (Contains 8 tables.) (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06