東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Evaluating the Effects of an Algebraic Frequency-Building Intervention for Students With Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluating the Effects of an Algebraic Frequency-Building Intervention for Students With Disabilities./
作者:	Enders, Olivia Grace.
面頁冊數:	1 online resource (99 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
標題:	Behavior. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29703335click for full text (PQDT)
ISBN:	9798352976326

Evaluating the Effects of an Algebraic Frequency-Building Intervention for Students With Disabilities.
Enders, Olivia Grace.

Evaluating the Effects of an Algebraic Frequency-Building Intervention for Students With Disabilities. - 1 online resource (99 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2022.

Includes bibliographical references

Evidence-based instructional strategies in mathematics provide critical support related to academic achievement for students with disabilities. Data from national achievement assessments suggest that students with disabilities' academic growth in mathematics stagnates at the secondary level. Given that the majority of previously researched mathematics interventions focus on foundational and elementary mathematics skills, research on evidence-based practice with higher-level skills, such as algebra, may promote growth. Furthermore, algebra proficiency relates to increased educational and career opportunities. Current research on a core skill within algebra-solving equations-focuses primarily on the initial acquisition of the skill. In the current experiment, I designed a multiple-baseline study involving three middle school participants with specific learning disabilities to evaluate the effect of a frequency-building intervention on their rates of solving one-step equations. Results demonstrate immediate and significant positive effects on students' correct notations and drastic decreases in students' incorrect notations. Students generalized knowledge to untaught problem presentations. In pre- and post-think-alouds, students moved from using trial-and-error methods to using systematic procedures to solve equations. I discuss how the characteristics of the intervention supported students' overall improvement and discuss potential implications for both practice and future research.

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

Mode of access: World Wide Web

ISBN: 9798352976326Subjects--Topical Terms:

532476
Behavior.
Index Terms--Genre/Form:

542853
Electronic books.

Evaluating the Effects of an Algebraic Frequency-Building Intervention for Students With Disabilities.
LDR:02887nmm a2200373K 4500 001 2361735
005 20231027101310.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798352976326
035 $a (MiAaPQ)AAI29703335
035 $a (MiAaPQ)Pittsburgh43436
035 $a AAI29703335
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Enders, Olivia Grace. $3 3702420
245 1 0 $a Evaluating the Effects of an Algebraic Frequency-Building Intervention for Students With Disabilities.
264 0 $c 2022
300 $a 1 online resource (99 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: Kubina, Richard M. ; Robertson, Rachel ; Conway, Sheila ; Kostewicz, Douglas E.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2022.
504 $a Includes bibliographical references
520 $a Evidence-based instructional strategies in mathematics provide critical support related to academic achievement for students with disabilities. Data from national achievement assessments suggest that students with disabilities' academic growth in mathematics stagnates at the secondary level. Given that the majority of previously researched mathematics interventions focus on foundational and elementary mathematics skills, research on evidence-based practice with higher-level skills, such as algebra, may promote growth. Furthermore, algebra proficiency relates to increased educational and career opportunities. Current research on a core skill within algebra-solving equations-focuses primarily on the initial acquisition of the skill. In the current experiment, I designed a multiple-baseline study involving three middle school participants with specific learning disabilities to evaluate the effect of a frequency-building intervention on their rates of solving one-step equations. Results demonstrate immediate and significant positive effects on students' correct notations and drastic decreases in students' incorrect notations. Students generalized knowledge to untaught problem presentations. In pre- and post-think-alouds, students moved from using trial-and-error methods to using systematic procedures to solve equations. I discuss how the characteristics of the intervention supported students' overall improvement and discuss potential implications for both practice and future research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Behavior. $3 532476
650 4 $a Visual aids. $3 558824
650 4 $a Learning disabilities. $3 518903
650 4 $a Intervention. $3 3435307
650 4 $a Educational technology. $3 517670
650 4 $a Disabled students. $3 3435346
650 4 $a Developmental disabilities. $3 529977
650 4 $a Disability. $3 3556854
650 4 $a Autism. $3 526650
650 4 $a Special education. $3 516693
650 4 $a Middle schools. $3 564510
650 4 $a Disability studies. $3 543687
650 4 $a Mathematics education. $3 641129
650 4 $a Middle school education. $3 969762
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0529
690 $a 0710
690 $a 0201
690 $a 0280
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Pittsburgh. $3 958527
773 0 $t Dissertations Abstracts International $g 84-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29703335 $z click for full text (PQDT)