Programming for Mathematically Gifted Children with Learning Difficulties

Autor/in	Al-Hroub, Anies
Titel	Programming for Mathematically Gifted Children with Learning Difficulties
Quelle	In: Roeper Review, 32 (2010) 4, S.259-271 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
Schlagwörter	Academically Gifted; Learning Disabilities; Foreign Countries; Teaching Methods; Ability Identification; Instructional Effectiveness; Formative Evaluation; Summative Evaluation; Control Groups; Experimental Groups; Disability Identification; Educational Diagnosis; Mathematical Aptitude; Multisensory Learning; Mathematical Enrichment; Jordan + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Pedagogical diagnostics; Pädagogische Diagnostik; Sensorische Stimulation
Abstract	Findings are presented from a large two-phase research study exploring (a) the identification and (b) programming for mathematically gifted students with learning difficulties (MG/LDs) in Jordan. The second phase of the research, which is the focus of the current article, investigates the effects of two programs of instructional practices on the achievement of two groups of MG/LDs. Thirty students were diagnosed as MG/LD students from three public primary schools in Amman, Jordan, and were divided equally into two different treatment groups. The first group received only regular mathematics teaching, whereas the second group received a program of teaching that combined both multisensory and enrichment approaches. The two programs were evaluated formatively as well as summatively. Although both treatment groups showed gradual progress with regard to their classroom participation, the mean participation of the multisensory group in the last observed lesson was 1.70 times the mean of the traditional group. (Contains 2 figures and 12 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10