Transition from Intuitive to Advanced Strategies in Multiplicative Reasoning for Students with Math Difficulties

Autor/inn/en	Zhang, Dake; Xin, Yan Ping; Si, Luo
Titel	Transition from Intuitive to Advanced Strategies in Multiplicative Reasoning for Students with Math Difficulties
Quelle	In: Journal of Special Education, 47 (2013) 1, S.50-64 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466911399098
Schlagwörter	Learning Disabilities; Accuracy; Grade 5; Mathematics Achievement; Low Achievement; Experiments; Thinking Skills; Mathematics Instruction; Mathematics Education; Pretests Posttests; Intervention; Special Education; Mathematics Skills; Elementary School Students + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Erprobung; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Mathematics ability
Abstract	This study explored how a teaching experiment, which taught double counting with a constructive task assignment according to an ongoing assessment, helped students with mathematics difficulties develop their multiplicative reasoning skills. The participants were two fifth graders with math learning disabilities and one at risk. A micro-genetic approach with a single-participant design was used. Investigators coded and analyzed four strategies the children used. Results showed that unitary counting was dominant during the baseline sessions. During the teaching experiment, a great increase in the use of double counting and an obvious decrease in the use of unitary counting was observed. The participants' improvement in problem-solving accuracy on the posttest validated their strategic development. Implications are discussed in the context of employing strategic changes as a measure for assessing students' academic achievement and interventions for helping children adopt advanced strategies. (Contains 3 tables and 2 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