Improving Performance in High School Algebra: What Students with Learning Disabilities are Saying

Abstract

Success in high school algebra is gaining increased importance for all students, including those identified as having learning disabilities (LD). Despite its importance, we know little about what students with and without LD say about their algebra classes. This study examined findings from a survey of 410 general education students and 46 peers with LD. The survey established data relative to the participants' favorite and least favorite classes, most difficult (and best) parts of algebra class, and ideas for helping more students to succeed. In addition, student participants reported whether selected interventions and accommodations were helpful.

A Comparison of Transition From High School to Adult Life of Students With and Without Disabilities

“…An even higher percentage of the students with disabilities (e.g., almost 80%) indicated they felt school prepared them for a job. This is positive given that the perceptions of students with disabilities of their high school programs are linked to their decision to stay in or drop out of school (Kortering, DeBettencourt, & Braziel, 2005). Students are more likely to drop out of school if they do not see the connection between what they are doing in high school and what they will do after exiting school (Dunn, Chambers, & Rabren, 2004).…”

Developing Concepts and Generalizations to Build Algebraic Thinking

“…A concern shared by many educators teaching students with LD is the continual need to reteach mathematical skills (Kortering, deBettencourt, & Braziel, 2005). Because these students do not retain algorithms (step-by-step processes) for long periods of time, teachers may need to not just remind students of steps, but they may need to devote class time to reteaching in a significant way.…”

An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1

“…In a study by Kortering, de Bettencourt, and Braziel (2005) with 456 participants (410 general education students and 46 with a learning disability) at a southeastern U.S.…”