201. Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3.
- Author
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Bundock, Kaitlin, Hawken, Leanne S., Kiuhara, Sharlene A., O'Keeffe, Breda V., O'Neill, Robert E., and Cummings, Margarita B.
- Subjects
COGNITION ,CONCEPTUAL structures ,HIGH school students ,LEARNING disabilities ,MATHEMATICS ,PROBLEM solving ,THOUGHT & thinking ,WRITTEN communication ,TEACHING methods ,EFFECT sizes (Statistics) ,RANDOMIZED controlled trials ,EDUCATIONAL outcomes ,DESCRIPTIVE statistics ,ADOLESCENCE - Abstract
Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students' conceptual understanding of mathematics. Combining CRA-I and explicit instructional strategies may increase students' conceptual understanding and ability to express mathematical reasoning through writing. This study included three ninth-grade students with disabilities, and employed a multiple-probe design across-participants to investigate a functional relation between an explicit instructional strategy within a CRA-I framework and high school students' with disabilities proficiency in solving rate of change problems. Results showed that all three students improved their mathematics scores (combined Tau- U effect size = 0.77, p <.001) and maintained improvements during a 1- to 7-week post-instruction phase. Implications for research and practice related to mathematics instruction and intervention specifically for students with learning disabilities are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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