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Embedding Numeracy Instruction within Standards-Based Algebra Lessons for Secondary Students with Extensive Support Needs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Embedding Numeracy Instruction within Standards-Based Algebra Lessons for Secondary Students with Extensive Support Needs./
作者:	Clausen, Amy Marie.
面頁冊數:	1 online resource (260 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319128click for full text (PQDT)
ISBN:	9798841755326

Embedding Numeracy Instruction within Standards-Based Algebra Lessons for Secondary Students with Extensive Support Needs.
Clausen, Amy Marie.

Embedding Numeracy Instruction within Standards-Based Algebra Lessons for Secondary Students with Extensive Support Needs. - 1 online resource (260 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2022.

Includes bibliographical references

Federal legislation requires every student receive access to and make progress in the general curriculum. Teachers have reported difficulties in meeting this requirement for students with extensive support needs (ESN) who do not yet demonstrate foundational academic skills, such as in the areas of literacy and numeracy. Once students enter high school, the gap between the mathematics skills a student currently demonstrates and those required to engage in grade-level, standards-based mathematics, widens considerably. Researchers have evaluated different interventions to teach both foundational and grade-level skills to students with ESN in the area of mathematics. This study builds on that research by evaluating the effects of an intervention package comprising modified schema-based instruction (MSBI) and embedded simultaneous prompting (SP) to teach secondary students with ESN who do not demonstrate numeracy skills to solve simple linear equations (e.g., 3+x=9) and to identify numerals 1-9 concurrently. The experimental design was a single-case multiple probe across numeral sets replicated across participants. Two high school males with ESN participated, along with instructors, a paraeducator and a special education teacher who implemented the intervention. The intervention was not effective for teaching numeral identification or solving simple linear equations, nor did the students generalize numeral identification to real-world settings. However, the instructors did find the study procedures to be socially acceptable and hypothesized that the students would eventually reach mastery criterion, given additional time in the intervention. The findings from this study can be used to guide future research designed to support the needs of secondary students with ESN who do not yet demonstrate foundational numeracy skills.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841755326Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Access to the general curriculumIndex Terms--Genre/Form:

542853
Electronic books.

Embedding Numeracy Instruction within Standards-Based Algebra Lessons for Secondary Students with Extensive Support Needs.
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