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Understanding the equal sign as key ...

Miller, Jason Adam.

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Understanding the equal sign as key to algebraic success: The effects of blended instruction on solving one- and two-step equations and conceptions of the equal sign for seventh grade students with mathematics learning difficulties.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the equal sign as key to algebraic success: The effects of blended instruction on solving one- and two-step equations and conceptions of the equal sign for seventh grade students with mathematics learning difficulties./
Author:	Miller, Jason Adam.
Description:	195 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644161
ISBN:	9781321322194

Understanding the equal sign as key to algebraic success: The effects of blended instruction on solving one- and two-step equations and conceptions of the equal sign for seventh grade students with mathematics learning difficulties.
Miller, Jason Adam.

Understanding the equal sign as key to algebraic success: The effects of blended instruction on solving one- and two-step equations and conceptions of the equal sign for seventh grade students with mathematics learning difficulties. - 195 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2014.

This item must not be sold to any third party vendors.

The current study examined the effect of an instructional package on the ability of students with mathematics difficulties to solve one- and two-step linear equations and understand the equal sign as a relational symbol. The instructional package included a blend of elements including explicit/systematic instruction, concrete-semi-concrete-abstract instruction, and graphic organizers while also developing students' capacity to meet the Common Core Standards for Mathematical Practice. A concurrent multiple probe design across three groups replicated across three other groups was utilized where the researcher instructed one section of three groups while other classroom teachers instructed the second section of three groups. The participants were 17 seventh grade students identified as having a learning disability or difficulty in mathematics (MD). Results of the study indicated that all groups significantly improved their performance when solving one- and two-step equations and significantly improved their understanding of the equal sign as a relational symbol. The study supports the use of blended instruction with visual representations and graphic organizers to improve mathematical performance of students with MD.

ISBN: 9781321322194Subjects--Topical Terms:

516693
Special education.

Understanding the equal sign as key to algebraic success: The effects of blended instruction on solving one- and two-step equations and conceptions of the equal sign for seventh grade students with mathematics learning difficulties.
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100 1 $a Miller, Jason Adam. $3 3176472
245 1 0 $a Understanding the equal sign as key to algebraic success: The effects of blended instruction on solving one- and two-step equations and conceptions of the equal sign for seventh grade students with mathematics learning difficulties.
300 $a 195 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: Paula Maccini.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The current study examined the effect of an instructional package on the ability of students with mathematics difficulties to solve one- and two-step linear equations and understand the equal sign as a relational symbol. The instructional package included a blend of elements including explicit/systematic instruction, concrete-semi-concrete-abstract instruction, and graphic organizers while also developing students' capacity to meet the Common Core Standards for Mathematical Practice. A concurrent multiple probe design across three groups replicated across three other groups was utilized where the researcher instructed one section of three groups while other classroom teachers instructed the second section of three groups. The participants were 17 seventh grade students identified as having a learning disability or difficulty in mathematics (MD). Results of the study indicated that all groups significantly improved their performance when solving one- and two-step equations and significantly improved their understanding of the equal sign as a relational symbol. The study supports the use of blended instruction with visual representations and graphic organizers to improve mathematical performance of students with MD.
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