Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

Root, Jenny R.; Saunders, Alicia; Spooner, Fred; Brosh, Chelsi R.

doi:10.1177/2165143416681288

Cited by 31 publications

(34 citation statements)

References 22 publications

(34 reference statements)

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“…Ten (42%) of the studies included in the review used real-world problems to teach mathematics skills from across all NCTM content standards to students across all grade bands (Browder, Jimenez, Spooner et al, 2012; Browder, Jimenez, & Trela, 2012; Creech-Galloway et al, 2013; Jimenez & Kemmery, 2013; Jimenez & Staples, 2015; Root, Saunders, Spooner, & Brosh, 2017; Spooner et al, 2012). Of the studies that utilized math stories, five (50%) included students with MSD in an elementary setting, three (30%) in a middle school setting, and two (20%) in a high school setting.…”

Section: Resultsmentioning

confidence: 99%

“…Simulation was evaluated in two (8%) of the studies (Ayres, Langone, Boon, & Norman, 2006; Hansen & Morgan, 2008). Two (8%) studies looked at calculator use (Root, Saunders, et al, 2017; Yakubova & Bouck, 2014), one (4%) evaluated the use of a math game to teach number identification (Everhart, Alber-Morgan, & Park, 2011), one (4%) utilized single-switch voice output devices (Hudson, Zambone, & Brickhouse, 2016), and one (4%) measured generalization from a worksheet to an iDevice (Root, Saunders, et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

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Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Bowman

McDonnell

Ryan

et al. 2019

Focus Autism Other Dev Disabl

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Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Bowman

McDonnell

Ryan

et al. 2019

Focus Autism Other Dev Disabl

View full text Add to dashboard Cite

show abstract

“…The use of calculators and technology has also been found to be effective for supporting adults with ID to learn mathematics. Root, Saunders, Spooner, and Brosh (2017) conducted 24 one-on-one instructional sessions with three middle school students aged 14 years in a program designed to improve personal finance problem solving skills. The researchers used a variety of tools such as calculators, iDevices, graphic organisers and checklists.…”

Section: Adult Learners With Intellectual Disabilitiesmentioning

confidence: 99%

“…The learning pathway was then designed as ways that -I conjectured -could support the envisioned changes in adults' participation from their starting points to achievement of their goals. This included deliberating whether it would be possible to design tools to support the envisioned forms of participation (Cuskelly & Faragher, 2019;Prendergast et al, 2017;Root et al, 2017). Cortina et al (2019) caution that research design should not be reduced to the designing of tools and tasks to support learning.…”

Section: The Design Research Cyclementioning

confidence: 99%

Supporting numeracy development for adults with intellectual disabilities

Gaunt¹

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Numeracy has been shown to play a vital aspect in the lives of all adults and has relevance to work, personal, and citizenship roles. While there is general consensus about the importance of numeracy, little is known about the role of numeracy in the lives of adults with intellectual disability (ID), and whether they continue to develop their numeracy knowledge and skills into adulthood. The aims of this study were to first explore how adults with ID encounter and engage with numeracy in everyday contexts, and second, to investigate ways of supporting and enhancing numeracy for these adults as they participated in different activities. Two theoretical models underpin this study. These the Numeracy Model (Goos, 2007) and the Biopsychosocial Model of Disability (Engel, 1977). The Numeracy Model was originally designed to make visible the numeracy demands of learning in various subject areas, and to alert classroom teachers to the numeracy skills that students studying that subject need to acquire. It was adopted for this study to identify and support numeracy learning at work and during community activities of adults with ID, as numeracy behaviours for this population are typically not well understood nor supported. The conceptualisation of disability as defined by the Biopsychosocial Model of Disability (Engel, 1977) positions individual experiences of disability as complex interactions between biological aspects (such as cognitive impairment), psychological aspects (such as a person's values and beliefs) and social aspects (such as opportunities and accessibility). When viewed from this perspective, disability is just another dimension of diversity to be supported and celebrated within the community. The Biopsychosocial Model of Disability made visible aspects of the learning contexts in this study and how these shaped learning experiences for a small group of adults with ID. These models were extended to develop a coherent framework to guide the explorations of numeracy in the daily activities of the adults. The cases investigated in this study were four adults with ID engaging in everyday activities where there were opportunities for them to use numeracy. A qualitative approach was used to collect data using observations and interviews over two phases of data collection. The first phase, the Observation Phase, documented current numeracy behaviours and skills demonstrated by the participants during everyday activities which included a range of numeracy demands for each participant. These data were analysed using coding based on the two models framing this study, and the results were used to design individualised numeracy learning goals. In the second phase of the study, the Intervention Phase, design research methodology was used to design tools and the means of proactively supporting each participant's numeracy development within these activities. These were designed, trialled, and revised in the process of supporting participants' numeracy learning. There are two main contributions from this study. First, the...

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“…They found that all of the participants showed more improvements when using the TOUCHMATH program over the number line intervention. Root, Saunders, Spooner, and Brosh (2017) evaluated the use of a modified schema-based instructional package that included a student self-instruction sheet, modeltest procedure, and system of least prompts to teach 2-digit real-world word problems.…”

Section: Middle School Academic Instructionmentioning

confidence: 99%

Effects of a writing instructional package for students with moderate intellectual disability.

Gurney¹

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Your guidance, kindness, and insight throughout the process has been invaluable. Your knowledge is impressive. Thank you for adding such thoughtful contributions. It has been a true honor to work with each of you. Next, I would like to acknowledge my former colleagues, students, and families at Clear Creek Elementary that helped to solidify my belief and passion in inclusive and equitable education for all students.

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Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

Cited by 31 publications

References 22 publications

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature

Supporting numeracy development for adults with intellectual disabilities

Effects of a writing instructional package for students with moderate intellectual disability.

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