Proportional Reasoning Word Problem Performance for Middle School Students with High-Incidence Disabilities (HID)

Autor/inn/en	Brawand, Anne; King-Sears, Margaret E.; Evmenova, Anya S.; Regan, Kelley
Titel	Proportional Reasoning Word Problem Performance for Middle School Students with High-Incidence Disabilities (HID)
Quelle	In: Learning Disability Quarterly, 43 (2020) 3, S.140-153 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Brawand, Anne) ORCID (King-Sears, Margaret E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719837920
Schlagwörter	Middle School Students; Students with Disabilities; Logical Thinking; Word Problems (Mathematics); Problem Solving; Grade 7; Grade 8; Mathematics Instruction; Direct Instruction; Instructional Effectiveness; Small Group Instruction + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Textaufgabe; Problemlösen; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics lessons; Mathematikunterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg
Abstract	Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and maintenance. Training of the SBI process with worked problems occurred between baseline and SBI process. Students' performance was measured using a five-category rubric, under two conditions: solving problems with and without calculator use. Results indicated that all groups improved problem-solving performance and maintained improvement 4 weeks after instruction. Implications for revising the rubric's mastery criteria and future research are described. [For a related dissertation, see ED559601.] (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01