Literaturnachweis - Detailanzeige
Autor/inn/en | Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas |
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Titel | Embedding Number-Combinations Practice within Word-Problem Tutoring |
Quelle | In: Intervention in School and Clinic, 46 (2010) 1, S.22-30 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-4512 |
DOI | 10.1177/1053451210369516 |
Schlagwörter | Learning Problems; Mathematics Education; Word Problems (Mathematics); Tutoring; Educational Games; Number Concepts; Number Systems; Numbers; Mathematical Formulas; Educational Strategies; Academic Accommodations (Disabilities); Intervention |
Abstract | Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems. (Contains 1 table and 3 figures.) (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: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |