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Teaching mathematics to students wit...

Derderian, Ani,

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Teaching mathematics to students with learning disabilities and studying that instruction using a single subject design approach /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching mathematics to students with learning disabilities and studying that instruction using a single subject design approach // Ani Derderian.
Author:	Derderian, Ani,
Description:	1 electronic resource (141 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 75-02, Section: A.
Contained By:	Dissertations Abstracts International75-02A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3587071
ISBN:	9781303240713

Teaching mathematics to students with learning disabilities and studying that instruction using a single subject design approach /
Derderian, Ani,

Teaching mathematics to students with learning disabilities and studying that instruction using a single subject design approach /Ani Derderian. - 1 electronic resource (141 pages)

Source: Dissertations Abstracts International, Volume: 75-02, Section: A.

The primary purpose of this study was to examine a largely unexplored area of teaching strategies for students with mathematical learning disabilities. The second goal of this study was to find whether the concrete representational abstract multisensory teaching map thinking strategy would increase mathematical achievement in students with mathematical learning disabilities. The sample of this study was three students with mathematical learning disabilities from Amman, Jordan. Students were evaluated with 152 multiplication and division problems. This research involved the completion of a single subject design, which entails collecting numeric scores through tests. Next, the data was prepared and organized for graphical analysis. In this research a graphical statistical analysis was implemented to address the research question. The analysis procedure described trends in data. However, the researcher used descriptive analysis, such as measures of variability, the spread of the scores, the relative ranking of the scores. The results were presented in a graph and in a detailed discussion to address the research question. Additional, qualitative research was implemented with the three students. The researcher conducted the interviews and eight open - ended questions were used for coding. The researcher then independently recorded the responses with the clarified themes. Four themes or categories of open - ended responses were identified (i.e., difficulties, number organization, memorization, language skill levels). The researcher recorded the data via a variety of methods (interviews, observation, field notes, etc.), coding and categorizing (using a variety of clustering and classification schemes), attaching concepts to the categories, and writing an understanding. However, the results suggest that more research might be focused: (a) to replicate the study on different mathematical concepts and different subject areas; (b) arrange workshops for, teachers and parents to increase their teaching effectiveness level; (c) apply more tools such as case studies, interviews and self-assessment methods to assess the effectiveness level of mathematics teaching and learning strategies; (d) engage students with mathematical learning disabilities and consider their images on the mathematics curriculum's effectiveness.

English

ISBN: 9781303240713Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Concrete representational abstract teaching strategy

Teaching mathematics to students with learning disabilities and studying that instruction using a single subject design approach /
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500 $a Advisors: Adesope, Olusola O. Committee members: Dunn, Michael; Ward, Barbara.
502 $b Ph.D. $c Washington State University $d 2013.
520 $a The primary purpose of this study was to examine a largely unexplored area of teaching strategies for students with mathematical learning disabilities. The second goal of this study was to find whether the concrete representational abstract multisensory teaching map thinking strategy would increase mathematical achievement in students with mathematical learning disabilities. The sample of this study was three students with mathematical learning disabilities from Amman, Jordan. Students were evaluated with 152 multiplication and division problems. This research involved the completion of a single subject design, which entails collecting numeric scores through tests. Next, the data was prepared and organized for graphical analysis. In this research a graphical statistical analysis was implemented to address the research question. The analysis procedure described trends in data. However, the researcher used descriptive analysis, such as measures of variability, the spread of the scores, the relative ranking of the scores. The results were presented in a graph and in a detailed discussion to address the research question. Additional, qualitative research was implemented with the three students. The researcher conducted the interviews and eight open - ended questions were used for coding. The researcher then independently recorded the responses with the clarified themes. Four themes or categories of open - ended responses were identified (i.e., difficulties, number organization, memorization, language skill levels). The researcher recorded the data via a variety of methods (interviews, observation, field notes, etc.), coding and categorizing (using a variety of clustering and classification schemes), attaching concepts to the categories, and writing an understanding. However, the results suggest that more research might be focused: (a) to replicate the study on different mathematical concepts and different subject areas; (b) arrange workshops for, teachers and parents to increase their teaching effectiveness level; (c) apply more tools such as case studies, interviews and self-assessment methods to assess the effectiveness level of mathematics teaching and learning strategies; (d) engage students with mathematical learning disabilities and consider their images on the mathematics curriculum's effectiveness.
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650 4 $a Special education. $3 516693
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653 $a Learning disabilities
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653 $a Mathematics teaching methods
653 $a Multisensory teaching strategy
653 $a Single-subject design
690 $a 0280
690 $a 0529
710 2 $a Washington State University. $b Special Education. $e degree granting institution. $3 3828001
720 1 $a Adesope, Olusola O. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 75-02A.
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791 $a Ph.D.
792 $a 2013
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3587071