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

页码：31 / 37

页数：7

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