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A Grounded Theory Study Explaining Teachers’ Instructional Decision-Making On Mathematics Fact Fluency For Students With A Mathematics Learning Disability, Awilda Soto Rudd
A Grounded Theory Study Explaining Teachers’ Instructional Decision-Making On Mathematics Fact Fluency For Students With A Mathematics Learning Disability, Awilda Soto Rudd
Doctoral Dissertations and Projects
The purpose of this systematic grounded theory study was to explain the process teachers undergo when making instructional decisions on mathematics fact fluency for students with a learning disability in mathematics (MLD). The study focuses on revealing the factors, influencers, and knowledge that teachers negotiate to make instructional decisions. These constructs are necessary to understand and explain as the field of mathematics looks to improve the use of evidence-based instructional practices for students with MLD. There are currently no studies that provide an in-depth understanding of teachers’ decision-making within the construct of instructional decisions in mathematics fact fluency for students …
The Most Effective Teaching Strategies For At Risk Students With Mathematical Learning Disabilities, Katelyn Mowery
The Most Effective Teaching Strategies For At Risk Students With Mathematical Learning Disabilities, Katelyn Mowery
Education: Student Scholarship & Creative Works
What are the most effective teaching strategies and assistive technology to support at risk students who have mathematical learning disabilities? This was the question my thesis revolved around. The problems relating to this question are the lack in definitions for at risk as well as mathematical learning disabilities and that there is no research of the overlap of these two populations. To find this overlap, I researched the best strategies for at risk students and the best for students with mathematical disabilities, and I compiled the strategies that overlapped. I thought that since they are effective for both populations, these …