用数轴教学分数到十进制的转换

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2023-03-15 DOI:10.1177/10534512231156884

Megan Rojo, Sarah G. King, Christian T. Doabler

{"title":"用数轴教学分数到十进制的转换","authors":"Megan Rojo, Sarah G. King, Christian T. Doabler","doi":"10.1177/10534512231156884","DOIUrl":null,"url":null,"abstract":"Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics struggle to make adequate progress on rational number concepts and skills that lay the foundation for successfully completing secondary mathematics courses. However, recent research has demonstrated that utilizing effective instructional design, such as the use of a number line with systematic and explicit instruction, can result in academic progress for students with LD in mathematics. This article presents teachers with a four-step teaching sequence utilizing the number line and effective strategies for teaching students with LD in mathematics to introduce fraction-to-decimal relationships in upper elementary, a prerequisite for middle school mathematics.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching Fraction-to-Decimal Translation Using the Number Line\",\"authors\":\"Megan Rojo, Sarah G. King, Christian T. Doabler\",\"doi\":\"10.1177/10534512231156884\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics struggle to make adequate progress on rational number concepts and skills that lay the foundation for successfully completing secondary mathematics courses. However, recent research has demonstrated that utilizing effective instructional design, such as the use of a number line with systematic and explicit instruction, can result in academic progress for students with LD in mathematics. This article presents teachers with a four-step teaching sequence utilizing the number line and effective strategies for teaching students with LD in mathematics to introduce fraction-to-decimal relationships in upper elementary, a prerequisite for middle school mathematics.\",\"PeriodicalId\":14475,\"journal\":{\"name\":\"Intervention in School and Clinic\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-03-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Intervention in School and Clinic\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/10534512231156884\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intervention in School and Clinic","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/10534512231156884","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

对有理数的熟练程度预示着以后的数学成就，特别是对于严格的数学课程，如代数i。在数学上有学习障碍(LD)的学生努力在有理数概念和技能上取得足够的进步，而这些概念和技能是成功完成中学数学课程的基础。然而，最近的研究表明，利用有效的教学设计，例如在系统和明确的指导下使用数轴，可以导致数学LD学生的学业进步。本文介绍了教师利用数轴的四步教学顺序和有效的策略，以便在小学高年级向学生介绍分数与小数的关系，这是中学数学的先决条件。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Teaching Fraction-to-Decimal Translation Using the Number Line

Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics struggle to make adequate progress on rational number concepts and skills that lay the foundation for successfully completing secondary mathematics courses. However, recent research has demonstrated that utilizing effective instructional design, such as the use of a number line with systematic and explicit instruction, can result in academic progress for students with LD in mathematics. This article presents teachers with a four-step teaching sequence utilizing the number line and effective strategies for teaching students with LD in mathematics to introduce fraction-to-decimal relationships in upper elementary, a prerequisite for middle school mathematics.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.