Helping Students with Disabilities Understand What Mathematics Means

Autor/inn/en	Miller, Susan P.; Hudson, Pamela J.
Titel	Helping Students with Disabilities Understand What Mathematics Means
Quelle	In: TEACHING Exceptional Children, 39 (2006) 1, S.28-35 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Guidelines; Mathematical Concepts; Mathematics Instruction; Comprehension; Disabilities; Teaching Methods; Concept Formation; Generalization; Language Usage; Relevance (Education) + Suchen Sie Ihr Suchwort? Richtlinien; Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Sprachgebrauch; Relevance; Relevanz
Abstract	Many students with disabilities continue to struggle with understanding what mathematics means. They memorize basic facts or step-by-step mathematical procedures without understanding the underlying concepts related to the problems. Thus, instruction designed to help students understand the meaning of the mathematics that they are learning in school is very important. This article shares five evidence-based guidelines for implementing mathematics instruction designed to promote conceptual understanding. The use of these guidelines can facilitate the acquisition, retention, and generalization of many mathematics objectives and ultimately enhances students' abilities to see and understand the relationships and connections among important mathematical concepts. (Contains 8 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10