学习障碍学生的整数加减法教学

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-03-09 DOI:10.1177/10534512221081240

Megan Rojo, Noura Wakim

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引用次数: 1

摘要

在数学方面有学习障碍的学生经常在多位数加减法的基本概念上挣扎。为了帮助学生建立对这些计算的概念性理解，教师可以利用基于证据的实践，如具体-半具体-抽象框架和使用多种视觉表示。本专栏提出了五个关键策略，这些策略结合了基于证据的实践，并教授了依赖于位值理解的整数运算。

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 Whole Number Addition and Subtraction to Students With Learning Disabilities

Students with learning disabilities in mathematics often struggle with the underlying concepts of multidigit addition and subtraction. To help students build a conceptual understanding of these computations, teachers can utilize evidence-based practices such as the concrete–semi-concrete–abstract framework and the use of multiple visual representations. This column presents five key strategies that incorporate evidence-based practices and teach whole number operations that rely on place value understanding.

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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.