Students with Mild Intellectual Disability Engaging in Proportions Word Problems

Autor/inn/en	Hord, Casey; Koenig, Kathleen; Zydney, Janet Mannheimer; DeJarnette, Anna F.; Gibboney, Daniel P., Jr.; McMillan, Leah A.
Titel	Students with Mild Intellectual Disability Engaging in Proportions Word Problems
Quelle	In: Journal of Intellectual Disabilities, 25 (2021) 4, S.680-694 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hord, Casey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629520937834
Schlagwörter	Students with Disabilities; Mild Intellectual Disability; Middle School Students; Grade 7; Mathematics Instruction; Instructional Effectiveness; Difficulty Level; Long Term Memory; Individualized Instruction; Nonverbal Communication; Special Education; Visual Aids; Problem Solving; Word Problems (Mathematics); Mathematical Concepts + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Schwierigkeitsgrad; Langzeitgedächtnis; Individualisierender Unterricht; Non-verbal communication; Nonverbale Kommunikation; Special needs education; Sonderpädagogik; Sonderschulwesen; Anschauungsmaterial; Problemlösen; Textaufgabe
Abstract	The researchers conducted a qualitative case study to describe the experiences of two seventh grade students with mild intellectual disability as they engaged in mathematics word problems involving proportions. The researchers analyzed student performance in large group settings and with individualized instruction to gain perspective on the students' tendencies with challenging mathematics content. During the teaching sessions in this study, one of the participants initially struggled with the proportions word problems, but demonstrated success after teachers connected new information in the tasks to students' long-term memory and utilized gestures and diagrams to facilitate the students' processing of information. Another participant succeeded more easily with proportions word problems which, along with the success of the other participant, provides support that students with a mild intellectual disability can succeed with challenging topics, such as proportions word problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01