Mathematics Instruction for Secondary Students with Learning Disabilities

Jones, Eric D.; Wilson, Rich; Bhojwani, Shalini

doi:10.1177/002221949703000203

Cited by 54 publications

(37 citation statements)

References 67 publications

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“…General issues in relation to mathematics teaching and SEN have been addressed in this country through projects and in texts (Denvir et al, 1982;Anghileri & Daniels, 1995). Jones et al (1997), in a recent US review of mathematics teaching to secondary aged pupils with LD, argue that current research can, nevertheless, indicate what the issues are and indicate procedures associated with effective teaching. Studies show that pupils with LD have dif culties with basic operations and the language of mathematics.…”

Section: Speci C Learning Dif Culties (Dyslexia)mentioning

confidence: 94%

“…Though open to different interpretations, direct instruction can be understood to involve an approach which is teacher-led, has explicit outcome expectations, systematic prompting, structured practice, monitoring of attainments and corrective feedback and reinforcement (Jones et al, 1997). Pupils with speci c learning dif culties (related to LD in US terms) also generally require more practice, and practice that is well designed, than other pupils.…”

Section: Speci C Learning Dif Culties (Dyslexia)mentioning

confidence: 99%

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Mapping a Pedagogy for Special Educational Needs

Norwich

Lewis

2001

British Educational Res J

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Recent curriculum initiatives, such as the National Literacy and NumeracyHours, assume the validity of a broadly common curriculum for all pupils. This article synthesises a review which set out to subject that assumption to critical scrutiny, addressing the ensuing question: can differences between learners (by particular special educational needs [SEN] group) be identi ed and systematically linked with learners' needs for differential teaching? Generic teaching effectiveness studies have assumed that what works with most pupils would also work for all pupils. However, little direct evidence for this position has been presented in the areas of learning dif culties which are covered in this review. Similarly, some papers by SEN specialists make calls, which were also mostly unsubstantiated by empirical evidence, for what the authors call, the 'unique differences' position. This rejects distinctive SEN teaching strategies and accepts that there are common pedagogic principles which are relevant to the unique differences between all pupils, including those considered to be designated as having SEN. This position is quali ed by some recognition of the need for more intense and focused teaching for those with SEN. Support for a common pedagogy also comes from the authors' analyses of pedagogy by SEN group. They conclude that the notion of continua of teaching approaches is useful as it makes it possible to distinguish between the 'normal' adaptations in class teaching for most pupils and the greater degree of adaptations required for those with more severe dif culties in learning, those designated as having SEN. These are adaptations to common teaching approaches, what have been called specialised adaptations, or 'high density' teaching.

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Section: Speci C Learning Dif Culties (Dyslexia)mentioning

confidence: 94%

Section: Speci C Learning Dif Culties (Dyslexia)mentioning

confidence: 99%

Mapping a Pedagogy for Special Educational Needs

Norwich

Lewis

2001

British Educational Res J

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“…For this reason, students are often taught to solve word problems mechanically and so use ineffective problem-solving strategies (e.g. Jones, Wilson, & Bhojwani, 1997;Lin, Podell, & Tournaki-Rein, 1994;Van Luit & Naglieri, 1999). In Hong Kong, learners with diverse abilities are often taught to use processes and strategies that encourage memorisation and involve the completion of lengthy worksheets requiring rote practice (e.g., Hong Kong Curriculum Development Council, 1994;Lit, Siu, & Wong, 2001;Poon-McBrayer & Lian, 2002).…”

Section: Teaching Students With Mild Intellectual Disabilitiesmentioning

confidence: 99%

Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities

Chung

Tam

2005

Journal of Intellectual & Developmental Disability

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Background This study examined the effects of different approaches to teaching learners with mild intellectual disabilities to solve mathematical word problems. Method Thirty Chinese students with mild intellectual disabilities from a special school in Hong Kong were taught using conventional instruction, worked example instruction, and cognitive strategy instruction. A cross-subjects experimental design was used to compare the effects of the three instructional approaches on immediate and delayed tests. Results Students presented with worked example and cognitive strategy instruction solved more problems correctly and generally outperformed students presented with conventional instruction in both immediate and delayed tests. In addition, learners receiving worked example and cognitive strategy instruction were more able to maintain and generalise their previous knowledge and skills to solve novel problems than those receiving conventional instruction. Conclusions The findings indicate that learners can profit from worked example and cognitive strategy instruction which can promote problem-solving skills and mathematical learning.

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“…Difficulty with college math appears to be a likely reason for students with learning disabilities to drop out of college (McGlaughlin, Knoop, & Holliday, 2005). College students with learning disabilities spend a tremendous amount of time working on math; however, their severe deficits in math achievement persist, often leading to overall academic failure and attrition (Jones, Wilson, & Bhojwani, 1997). An understanding of the specific nature of math difficulties encountered by students with learning disabilities is important.…”

mentioning

confidence: 99%

The Contribution of Memory and Anxiety to the Math Performance of College Students with Learning Disabilities

Prevatt

Welles

et al. 2010

Learn Disabil Res Pract

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The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory and anxiety were found to directly affect math performance. Additionally, anxiety served as a moderator of the relationship between memory and math for most, but not all, measures of math achievement. The moderating effect of anxiety was stronger for long-term retrieval than for short-term memory. The relationships between memory, anxiety, and math were not significantly different for males and females. These findings suggest that, when working with individuals who have low anxiety but poor memory, enhancing memory strategies may be effective for remediating problems in math. However, for those with high levels of anxiety, it may be more efficacious to first ameliorate the anxiety, as working on memory may have a negligible effect on math performance for these individuals.

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Mathematics Instruction for Secondary Students with Learning Disabilities

Cited by 54 publications

References 67 publications

Mapping a Pedagogy for Special Educational Needs

Mapping a Pedagogy for Special Educational Needs

Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities

The Contribution of Memory and Anxiety to the Math Performance of College Students with Learning Disabilities

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