如何提高残疾学生的数学能力是研究的重点

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2023-05-04 DOI:10.1177/00224669231168373

Bradley Witzel, Jonté A. Myers, Jenny R. Root, Shaqwana Freeman‐Green, P. Riccomini, Pamela J. Mims

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引用次数: 0

摘要

与非残疾学生相比，残疾学生在数学方面的成就水平不同。识别和实施循证实践（EBP）对于提高他们的数学成绩至关重要。然而，一个论点正在重新出现，它对众所周知的EBP的有效性提出了质疑，例如明确/直接的指导。然而，这种争论是基于观点和推测，而不是学生的结果衡量标准。在这篇评论中，我们利用对数学显性和直接教学的研究来（a）强调对理论含义的困惑，（b）呼吁研究人员减少研究中的个人偏见，以及（c）强调改善影响数学学习的残疾学生成绩的必要性。

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Research Should Focus on Improving Mathematics Proficiency for Students With Disabilities

Students with disabilities experience differential levels of achievement in mathematics when compared with their nondisabled peers. Identifying and implementing evidence-based practices (EBPs) is essential to increase their mathematics achievement. However, an argument is re-emerging that calls into question the effectiveness of well-known EBPs, such as explicit/direct instruction. However, the argument is based on opinion and conjecture, rather than student outcome measures. In this commentary, we use research on explicit and direct instruction with mathematics to (a) highlight the confusion over theoretical implications, (b) call for researchers to reduce personal bias within research, and (c) emphasize the need for improving outcomes of students with disabilities affecting mathematics learning.

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来源期刊

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.