Teaching Mathematics to Students with Disabilities from Diverse Backgrounds

Garderen, Delinda van; Poch, Apryl L.; Jackson, Christa; Roberts, Sarah A.

doi:10.1002/9781118768778.ch11

Cited by 5 publications

(3 citation statements)

References 53 publications

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“…This focus has historically been a central tenet to the field and was highlighted in Ysseldyke’s (1987) call for data-based papers on service delivery models and the inclusion of underrepresented populations of exceptional students, while he served as the editor for Exceptional Children . More recently, there has been an emerging interest in specific interventions and practices that support diverse populations and in understanding for whom and under what conditions evidence-based practices are effective (e.g., Hamayan, Marler, Lopez, & Damico, 2013; Spencer, et al, 2012; Thoma, Agran, & Scott, 2016; van Gardener, Poch, & Jackson, 2017; Watson, 2017; West et al, 2016).…”

mentioning

confidence: 99%

A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals

Sinclair

Hansen

Machalicek³

et al. 2018

Exceptional Children

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Given the continued changes in demographic diversity of students in the United States, it is important to ensure that participants included in special education research reflect the diversity of the classroom. We examined 16 years of intervention research across 12 special education journals to evaluate the extent to which diverse student populations (e.g., race, ethnicity, disability, sexual orientation, English language learner status) were included in published intervention research. We analyzed 495 intervention articles (9.6%) out of 5,180 total articles. Results revealed that progress has been made in the inclusion of diverse participants in special education intervention research compared with previously conducted reviews, yet some racial and ethnic populations are still underrepresented. We discuss strategies for recruitment and retention of underrepresented diverse populations.

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mentioning

confidence: 99%

A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals

Sinclair

Hansen

Machalicek³

et al. 2018

Exceptional Children

View full text Add to dashboard Cite

show abstract

“…The findings of Program for the International Assessment of Adult Competencies (PIAAC) and Program for International Student Assessment (PISA) show a strong relationship between literacy and numeracy [16]. Furthermore, a person with a low number will have an impact on overall well-being, standards, and quality of life [17], [18]. Numeracy comprises a wide range of skills from basic arithmetic and logical reasoning to advanced mathematics and interpretive communication skills [11].…”

Section: Introductionmentioning

confidence: 99%

Assessing numeracy skills on flat shapes and scaffolding forms in junior high school

Setiyani,

Waluya,

Sukestiyarno

et al. 2024

IJERE

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<span lang="EN-US">Based on The Regulation of The Minister of Education, Culture, Research and Technology No.17 of 2021, cognitive learning outcomes consist of literacy and numeracy as measured through a minimum competency assessment (MCA) with grade 5, 8, and 11. The subjects in this study are 42 students of grade VIII (second grade) from state Junior High School 4 Cirebon and State Junior High School 2 Cirebon, Indonesia. The instruments were tests of numeracy literacy skills, documentation, and interviews. Purposive sampling was used to determine the subject of analysis of test results and interviews. The data were analyzed descriptively through the following stages: data reduction, data presentation, and conclusions drawing. The results showed that the research subjects are still not familiar with numeracy literacy questions which have the characteristics of always being preceded by texts, not understanding what is known and asked in the questions so they tend to blindly guess the answers and needed to be reminded of the prerequisite material. Based on the results of this study, teachers can develop learning media, project-based learning, scaffolding, and teaching materials that accommodate numeracy skills or differentiated learning.</span>

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“…Researchers of mathematics instruction for students with MLD identify some instructional practices evidenced to improve student learning in mathematics. These practices include using explicit instruction, allowing for student verbalization of mathematical thinking, presenting visual representations, and providing heuristics to organize ideas (van Garderen, Poch, Jackson, & Roberts, 2017). Doabler and colleagues (2012) describe many of the same practices while stressing the importance of preteaching requisite skills, modeling proficient problem-solving, scaffolding instruction by slowly fading prompts/supports, and providing meaningful practice opportunities with timely feedback.…”

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confidence: 99%

An Exploration of Multimedia Supports for Diverse Learners During Core Math Instruction

Kaczorowski

Hashey

Cesare

2018

J Spec Educ Technol

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In the present study, mobile technology was leveraged as a learning tool for core math instruction during a whole number multiplication and division unit. The researchers redesigned paper–pencil worksheets from the math curriculum into multimedia-enhanced, interactive math practice (the eWorkbook) accessed by students on an iPad. With this eWorkbook, which was conceptualized within a Universal Design for Learning framework, we aimed to reduce barriers and capitalize on strengths by embedding flexible scaffolds/supports, allowing for student choice, and incorporating evidence-based teaching practices. Results of this case study suggest students with and without learning disabilities can leverage multimedia to foster unique opportunities for the understanding and expression of mathematical knowledge. Additional affordances of the eWorkbook include extending the reach of teacher support while encouraging self-support. Implications for teachers and researchers are discussed.

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Teaching Mathematics to Students with Disabilities from Diverse Backgrounds

Cited by 5 publications

References 53 publications

A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals

A 16-Year Review of Participant Diversity in Intervention Research Across a Selection of 12 Special Education Journals

Assessing numeracy skills on flat shapes and scaffolding forms in junior high school

An Exploration of Multimedia Supports for Diverse Learners During Core Math Instruction

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