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Article de revue:
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ID no. (ISBN etc.): 0938-8982
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Clé de citation BibTeX: Witzel2003
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Witzel, B. S., Mercer, C. D., & Miller, D. M. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), pp. 121–131.
Ajoutée par: Sterenn Audo 2008-02-14 11:15:01 Dernièrement modifiée par: Sterenn Audo 2008-02-14 11:43:47
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Catégories: Apprentissage mathématiques, Full text
Descripteurs: ALGEBRA, concrete-to-representational-to-abstract sequence, explicit instruction model, LEARNING disabilities, Mathematical Ability, mathematics ability, Mathematics Achievement, Middle School Students, Special Education, Teaching Methods, traditional mathematics instruction
Auteurs: Mercer, Miller, Witzel
Collection: Learning Disabilities Research & Practice
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Nombre de vues: 347
Popularité: 31.46%
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Résumé
Thirty-four matched pairs of sixth- and seventh-grade students were selected from 358 participants in a comparison of an explicit concrete-to-representational-to-abstract (CRA) sequence of instruction with traditional instruction for teaching algebraic transformation equations. Each pair of students had been previously labeled with a specific learning disability or as at risk for difficulties in algebra. Students were matched according to achievement score, age, pretest score, and class performance. The same math teacher taught both members of each matched pair, but in different classes. All students were taught in inclusive settings under the instruction of a middle school mathematics teacher. Results indicated that students who learned how to solve algebra transformation equations through CRA outperformed peers receiving traditional instruction on both postinstruction and follow-up tests. Additionally, error pattern analysis indicated that students who used the CRA sequence of instruction performed fewer procedural errors when solving for variables. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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