Instruction in Proportion Word Problems for Secondary Students with Learning Disabilities in Mathematics

Autor/inn/en	Myers, Jonté A.; Witzel, Bradley S.
Titel	Instruction in Proportion Word Problems for Secondary Students with Learning Disabilities in Mathematics
Quelle	In: Intervention in School and Clinic, 58 (2023) 4, S.234-240 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512221093782
Schlagwörter	Secondary School Students; Learning Disabilities; Word Problems (Mathematics); Mathematics Achievement; Problem Solving; Schemata (Cognition); Secondary School Mathematics; Mathematics Instruction; Students with Disabilities + Suchen Sie Ihr Suchwort? Sekundarschüler; Learning handicap; Lernbehinderung; Textaufgabe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Cognition; Schema; Kognition; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Increasing the performance of secondary students with learning disabilities (LD) in mathematics on word problem-solving tasks involving ratios and proportions is challenging for secondary math teachers. Teachers must use evidence-based practices to enhance secondary students' problem-solving proficiency and math achievement. Schema-based instruction (SBI) is a powerful evidence-based practice to improve students' understanding and approach to solving word problems involving ratios and proportions. This article describes the protocol for implementing SBI with examples specific to ratios and proportions. Also discussed are the ways teachers can provide additional assistance to students with more intensive instructional needs when implementing SBI. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01