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Science and Mathematics Education Commons™
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- Addition – Study and teaching (Elementary); Arithmetic – Study and teaching (Elementary); Concrete-representational-abstract sequence; Learning disabled children (1)
- Autonomy (1)
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- Educational administration and supervision;science and mathematics education;special education administration;special education and teaching (1)
- Educational administration and supervision;special education administration;special education and teaching;science and mathematics education (1)
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- Elementary education (1)
- Equity (1)
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- Learning disabilities; Learning disability; Problem solving – Study and teaching (Elementary); Response-to-intervention; Strategy instruction; Tier 2; Word problems (Mathematics) – Study and teaching (Elementary) (1)
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Articles 1 - 8 of 8
Full-Text Articles in Science and Mathematics Education
Collaborative Partnerships To Achieve Equity, Jeremy Winters, Craig Rice, Cindy Cliche
Collaborative Partnerships To Achieve Equity, Jeremy Winters, Craig Rice, Cindy Cliche
NALS Journal
The collaborative partnership between most campus laboratory schools and their university or college department of education differs from campus to campus. The dual purpose of this partnership is to provide an education to school aged children as well as to provide college education majors an opportunity to observe and teach in a laboratory environment. The focus on inclusion and providing a free and appropriate education in the least restrictive environment for students with disabilities is an additional benefit for all of the students. In order for the partnership to be most effective, conversations must occur between general and special education …
Investigating The Effects Of Addition With Regrouping Strategy Instruction Among Elementary Students With Learning Disabilities, Christi Miller Carmack
Investigating The Effects Of Addition With Regrouping Strategy Instruction Among Elementary Students With Learning Disabilities, Christi Miller Carmack
UNLV Theses, Dissertations, Professional Papers, and Capstones
Many students, specifically those with learning disabilities, struggle to master foundational computation skills such as addition with regrouping. With this in mind, the purpose of this research was to examine the effects of strategy instruction that involved the use of the concrete-representational-abstract teaching sequence on the addition with regrouping computation and word problem-solving skills of students with learning disabilities. This study involved the use of a multiple probe across participants design with two replications. The participants included nine second through sixth graders who had been identified as having a learning disability and were demonstrating mathematics difficulties. There were three females …
Investigating The Effects Of A Combined Problem-Solving Strategy For Students With Learning Difficulties In Mathematics, Dustin B. Mancl
Investigating The Effects Of A Combined Problem-Solving Strategy For Students With Learning Difficulties In Mathematics, Dustin B. Mancl
UNLV Theses, Dissertations, Professional Papers, and Capstones
Many students, specifically those with learning difficulties in mathematics, struggle when presented with word problems to solve. With this in mind, the purpose of this research was to examine the effects of the READER Strategyon word problem performance of students with mathematics disabilities and students who are at-risk to fail in mathematics. There were two parts to this research. Part One was implemented using a single-subject design (i.e., multiple-probe across participants) and Part Two was implemented using a group design (i.e., 2 x 4 factorial design). The single-subject design included three participants identified as having mathematics disabilities. There were two …
Dissect: A Framework For Effective Inclusive Instruction In Science, Jenny Sue Flannagan, Lucinda S. Spaulding
Dissect: A Framework For Effective Inclusive Instruction In Science, Jenny Sue Flannagan, Lucinda S. Spaulding
Lucinda S. Spaulding
In this presentation we present a framework for effective inclusive education in science.
A Grounded Theory Approach To Use Of Differentiated Instruction To Improve Students' Outcomes In Mathematics, Juniace Senecharles Etienne
A Grounded Theory Approach To Use Of Differentiated Instruction To Improve Students' Outcomes In Mathematics, Juniace Senecharles Etienne
Walden Dissertations and Doctoral Studies
Teachers in a school district in a southeastern state are being challenged to meet the needs of students who have learning disabilities (LDs) and who require an individualized education program with a mathematics goal. The students are in danger of not passing state, district, and classroom mathematics tests, and not all the schools are meeting adequate yearly progress (AYP). Funding from the federal government is denied if a school does not achieve AYP; the school personnel must then complete a school improvement plan. The purpose of this study was to explore which differentiation instructional (DI) practices inclusion teachers were using …
The Effect Of Special Education Student Participation And Engagement In Mathematics On Student Achievement, Ermanno Ferrara
The Effect Of Special Education Student Participation And Engagement In Mathematics On Student Achievement, Ermanno Ferrara
Walden Dissertations and Doctoral Studies
Engagement in mathematics lessons has a positive impact on student numeracy achievement. Yet special education students have experienced a significant drop in mathematics achievement from one year to the next, and this gap continues to grow. This mixed methods study examined the extent to which equal opportunities, similar to those offered to regular education students, are provided to special education students. It contributes to the body of knowledge regarding level of engagement of regular and special education students, the impact of their increased participation and engagement on numeracy achievement, and the ways to increase their level of engagement. Grounded in …
Teacher Instructional Practices Designed To Meet The Individual Learning Needs Of Mathematically Gifted/Talented Students In Middle School Algebra I, Virginia Caine Tonneson
Teacher Instructional Practices Designed To Meet The Individual Learning Needs Of Mathematically Gifted/Talented Students In Middle School Algebra I, Virginia Caine Tonneson
Dissertations, Theses, and Masters Projects
No abstract provided.
A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco
A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco
Department of Educational Administration: Dissertations, Theses, and Student Research
This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics. It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010. In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of …