Perspectives on Algebra I Tutoring Experiences with Students with Learning Disabilities

Autor/inn/en	Hord, Casey; DeJarnette, Anna F.
Titel	Perspectives on Algebra I Tutoring Experiences with Students with Learning Disabilities
Quelle	In: Learning Disabilities: A Contemporary Journal, 18 (2020) 2, S.177-192 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Algebra; Students with Disabilities; Learning Disabilities; Tutoring; Program Effectiveness; Student Attitudes; Mathematics Instruction; Preservice Teachers; Mathematics Anxiety; Teaching Methods; High School Students; Secondary School Mathematics; Nonverbal Communication; Pedagogical Content Knowledge; Questioning Techniques; Teacher Educators; Preservice Teacher Education; Teacher Attitudes + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Förderkonzept; Nachhilfeunterricht; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Oberschule; Non-verbal communication; Nonverbale Kommunikation; Pädagogische Kompetenz; Befragungstechnik; Fragetechnik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Lehrerverhalten
Abstract	The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutors and the school. The perceptions of the tutors revealed considerations about the challenges they face as Algebra I tutors of students with learning disabilities including remembering Algebra I content, posing strategic questions to students, dealing with students' math anxiety, and conveying Algebra I content accessibly. The tutors reported positive experiences in the program including learning from field experience and, in particular, learning to promote the progress and learning of students with learning disabilities using gestures and strategic questioning. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01