Basic Arithmetical Skills of Students with Learning Disabilities in the Secondary Special Schools: An Exploratory Study covering Fifth to Ninth Grade

Gebhardt, Markus; Zehner, Fabian; Hessels, Marco G.P.

doi:10.14786/flr.v2i1.73

Cited by 5 publications

(7 citation statements)

References 23 publications

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“…Students with SEN had a significantly lower intercept value. This result is consistent with the findings that especially students with SEN-L often do not master the basic arithmetic operations taught in primary school even in secondary school (e.g., Peltenburg et al, 2012 ; Gebhardt et al, 2014 ; Rojo and Wakim, 2022 ).…”

Section: Discussionsupporting

confidence: 91%

“…Previous research has also shown that students with SEN have difficulty acquiring adequate computation skills ( Gersten et al, 2005 ; Evans, 2007 ; Bryant et al, 2008 ; Wei et al, 2013 ; Soares et al, 2018 ). For example, at the end of primary school, many students with SEN-L have acquired lower competencies in the development in mathemtics in general (e.g., Gebhardt et al, 2014 , 2015 ) and in the development of mental arithmetic computation for numbers up to 100 compared to their peers without SEN-L ( Peltenburg et al, 2012 ; Rojo and Wakim, 2022 ).…”

Section: Mental Addition and Subtraction And Its Differential Develop...mentioning

confidence: 99%

“…Recent research findings (e.g., Peltenburg et al, 2012 ; Gebhardt et al, 2015 ; Rojo and Wakim, 2022 ) suggests, that the acquisition of multi-digit mental computation is particularly challenging for students with special educational needs (SEN). For example, students with SEN in the area of learning (SEN-L) mostly exhibit a lack of solid basic arithmetic skills, which is often responsible for difficulties and missing learning success in secondary school mathematics (e.g., Gebhardt et al, 2014 ; Rojo and Wakim, 2022 ). Studies focusing on the mathematical learning development of students with and without SEN conclude that students with SEN not only show a lower mathematical achievement, but also have a slower learning growth than their peers without SEN (e.g., Wei et al, 2013 ; Gebhardt et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Students’ learning growth in mental addition and subtraction: Results from a learning progress monitoring approach

Anderson

Schurig²,

Sommerhoff³

et al. 2022

Front. Psychol.

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The purpose of this study was to measure and describe students’ learning development in mental computation of mixed addition and subtraction tasks up to 100. We used a learning progress monitoring (LPM) approach with multiple repeated measurements to examine the learning curves of second-and third-grade primary school students in mental computation over a period of 17 biweekly measurement intervals in the school year 2020/2021. Moreover, we investigated how homogeneous students’ learning curves were and how sociodemographic variables (gender, grade level, the assignment of special educational needs) affected students’ learning growth. Therefore, 348 German students from six schools and 20 classes (10.9% students with special educational needs) worked on systematically, but randomly mixed addition and subtraction tasks at regular intervals with an online LPM tool. We collected learning progress data for 12 measurement intervals during the survey period that was impacted by the COVID-19 pandemic. Technical results show that the employed LPM tool for mental computation met the criteria of LPM research stages 1 and 2. Focusing on the learning curves, results from latent growth curve modeling showed significant differences in the intercept and in the slope based on the background variables. The results illustrate that one-size-fits-all instruction is not appropriate, thus highlighting the value of LPM or other means that allow individualized, adaptive teaching. The study provides a first quantitative overview over the learning curves for mental computation in second and third grade. Furthermore, it offers a validated tool for the empirical analysis of learning curves regarding mental computation and strong reference data against which individual learning growth can be compared to identify students with unfavorable learning curves and provide targeted support as part of an adaptive, evidence-based teaching approach. Implications for further research and school practice are discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Mental Addition and Subtraction And Its Differential Develop...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Students’ learning growth in mental addition and subtraction: Results from a learning progress monitoring approach

Anderson

Schurig²,

Sommerhoff³

et al. 2022

Front. Psychol.

Self Cite

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show abstract

“…We expect that boys will respond more linearly than girls, based on other work estimating the effects of gender on mathematical competency (Cimpian et al, 2016). Similarly, we expect children with SEN will more show logarithmic response patterns (Gebhardt et al, 2014;Hansen et al, 2015;Opfer & Martens, 2012). Furthermore, we expect that those with a migration background will also demonstrate more logarithmic responses, based on past work indicating a possible lag in mathematical development (Fuchs et al, 2013;Siegler & Ramani, 2009).…”

Section: The Present Studymentioning

confidence: 81%

What applying growth mixture modeling can tell us about predictors of number line estimation

2020

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Number line estimation tasks have been considered a good indicator of mathematical competency for many years and are traditionally analyzed by fitting individual regression curves to individual responders. We innovate on this technique by applying growth mixture modeling and compare it to traditional regression using a sample of 2nd graders (n = 325) who completed both 0–20 and 0–100 number line tasks. We explore the effects of gender, special education needs, and migration background. Using growth mixture modeling, more children were identified as logarithmic responders than were identified using regressions. Growth mixture modeling was able to identify the significant effects of gender on class membership for both tasks, and of special education needs for the 0–20 task. Overall, growth mixture modeling provided a more complete picture of individual response patterns than traditional regression techniques. We discuss the implications of these findings and provide recommendations for future researchers to use growth mixture modeling with future number line task analyses.

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“…Understanding the place value system is one of the important competencies for the further development of arithmetic skills such as the development of multi-digit numbers and operations with them (Dietrich et al, 2016) as well as other basic numerical competencies (Lambert & Moeller, 2019) such as mentally representing the magnitudes of numbers. Similarly, children who understand the decimal structure of numbers flexibly (Ladel & Kortenkamp, 2016) are more likely to solve math problems and do basic operations successfully (Gebhardt et al, 2014). A profound understanding of the place value system also facilitates the expansion of the number systems into decimal fractions (Moloney & Stacey, 1997).…”

Section: Introductionmentioning

confidence: 99%

Validation of a Model of Sustainable Place Value Understanding in Turkey

Herzog¹,

Sarı²,

Olkun³

et al. 2021

INT ELECT J MATH ED

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Research has shown that a profound place value understanding is crucial for success in learning mathematics. At the same time, a substantial number of students struggles with developing a sustainable place value understanding. In this regard, two aspects of the place value system appear especially relevant: First, the knowledge of the decimal structure of numbers, and second, the relation between the bundling units. To support teaching place value understanding, a developmental model of place value understanding focusing on both aspects has been constructed and validated in Germany. The model comprises five levels of place value understanding that build upon each other hierarchically. This study aims at validating the level hierarchy in Turkey to prepare the usage of the developmental model as learning trajectory for Turkish primary schools. N=437 Turkish students from Grades 2 through 4 completed a translated version of the item collection of the German validation study as well as a Turkish place value test that is not based on a developmental model. In a Rasch analysis, most items of the translated item collection showed item difficulties as predicted by the model. In a regression analysis, item difficulties were well predicted by their allocation within the level hierarchy, while other item characteristics did not inform about the item difficulties. Substantial correlations between the translated item collection and the Turkish test underpin the claim that the model is appropriate to assess Turkish students' place value understanding as well as structuring place value instruction in Turkish primary schools.

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Basic Arithmetical Skills of Students with Learning Disabilities in the Secondary Special Schools: An Exploratory Study covering Fifth to Ninth Grade

Abstract: The mission of German special schools is to enhance the education of students with Special Educational Needs in the area of Learning (SEN-L

Cited by 5 publications

References 23 publications

Students’ learning growth in mental addition and subtraction: Results from a learning progress monitoring approach

Students’ learning growth in mental addition and subtraction: Results from a learning progress monitoring approach

What applying growth mixture modeling can tell us about predictors of number line estimation

Validation of a Model of Sustainable Place Value Understanding in Turkey

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