Teaching Algebra to Students With Learning Disabilities

被引：7
|
作者：
Impecoven-Lind, Linda S. [1 ]
Foegen, Anne [1 ]
机构：
[1] Iowa State Univ, Dept Curriculum & Instruct, Ames, IA 50011 USA
来源：
INTERVENTION IN SCHOOL AND CLINIC | 2010年 / 46卷 / 01期
关键词：
Academic learning strategis; Content area instruction; Secondary curriculum; Mathematics disabilities; Instructional strategies for mild and moderate disabilities; CURRICULUM-BASED MEASUREMENT; SECONDARY STUDENTS; MATHEMATICS; PERFORMANCE; STRATEGIES; CLASSROOMS; CHILDREN; ROUTINE;
D O I：
10.1177/1053451210369520
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Algebra is a gateway to expanded opportunities, but it often poses difficulty for students with learning disabilities. Consequently, it is essential to identify evidence-based instructional strategies for these students. The authors begin by identifying three areas of algebra difficulty experienced by students with disabilities: cognitive processes, content foundations, and algebra concepts. The authors next describe three evidence-based strategies for addressing these needs: classwide peer-tutoring, cognitive strategy instruction, and explicit instructional routines.
引用
收藏
页码：31 / 37
页数：7
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