运用循证实践向有学习障碍的小学生教授分数

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2023-06-09 DOI:10.1177/10534512231178480

Emily C. Bouck, Mary K. Bouck, Rubia D. Anderson

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引用次数: 0

摘要

分数是贯穿高级数学思想和日常生活的一个重要概念。学生需要对分数概念有扎实的理解，如量、等价和运算。然而，许多学生，包括数学学习障碍的学生，都在分数上挣扎。在这篇文章中，讨论了使用多重表示来支持和教授数学LD学生分数概念。包括操纵器、图形和数字线的多重表示。在整篇文章中，将使用显性教学来教数学LD学生如何使用多重表示来理解和解决分数问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Teaching Fractions to Elementary Students With Learning Disabilities Using Evidence-Based Practices

Fractions are an important concept used throughout advanced mathematical ideas and everyday life. Students need a solid understanding of fraction concepts, such as magnitude, equivalence, and operations. However, many students, including students with learning disabilities (LD) in mathematics, struggle with fractions. In this article, the use of multiple representations are discussed to support and teach fraction concepts to students with LD in mathematics. Multiple representations to include manipulatives, drawings, and numbers lines. Throughout the article, the use of explicit instruction to teach students with LD in mathematics how to use multiple representations to understand and solve fraction problems will be presented.

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.