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| Mathematics intervention for high school students with learning disabilities in the area of mathematics in science inclusion classes | |
| Thomas;Jacob Lee | |
| 出版年 | 2013 |
| 英文摘要 | This study investigated the effects of teaching high school students with mathematics disabilities rates/ratios and proportions using explicit instruction with multiple attempts at guided and independent practice. Three students participated in the study and received carefully designed instruction over eight lessons. Results from the study indicated mean score improvements, positive trends, and a high percentage of non-overlapping data points. Analysis of the data indicated that each student improved overall in their understanding of rates/ratios and proportions and were able to maintain those results over time. Implications for the study and suggestions for further research are discussed. text |
| 英文关键词 | Learning disabilities Mathematics Science Intervention Explicit instruction Special education |
| 语种 | 英语 |
| URL | http://hdl.handle.net/2152/22425 |
| 资源类型 | 学位论文 |
| 条目标识符 | http://119.78.100.177/qdio/handle/2XILL650/247633 |
| 推荐引用方式 GB/T 7714 | Thomas;Jacob Lee. Mathematics intervention for high school students with learning disabilities in the area of mathematics in science inclusion classes[D],2013. |
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