Teaching Math Using Regular Curricula

Katsiyannis, Antonis; Prillaman, Doug

doi:10.1177/004005999002300108

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…Students with special needs have difficulties in learning maths because of the reasons such as ineffective teaching, the problems related oral language, inadequate reading skill, affective factors, attention and perception problems. Moreover, when the content of curriculum is not convenient for student needs, they may not be able to have relevant mathematical skills and acquisitions (Katsiyannis & Prillaman, 1990;Yıkmış, 2012).…”

Section: Mathematics Teaching In Inclusionmentioning

confidence: 99%

Sınıf Öğretmenlerinin Kaynaştırma ve Kaynaştırma Öğrencilerine Matematik Öğretimi Yeterlikleri Üzerine Bir Araştırma

Turgut

Uğurlu

2022

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This study aims to examine primary teachers' proficiency in inclusion and teaching mathematics to inclusive students within the scope of some variables. Survey design was adopted in the research. The study group consists of 324 primary teachers. The data were collected through the Teacher Efficacy for Inclusion Scale and Teaching Mathematics in Inclusive Settings Scale. The Mann-Whitney U test, and the Kruskal-Wallis H test was used. As a result of the current study, it was determined that female teachers were more proficient in inclusion in teaching mathematics. It was determined that primary teachers with a master's degree were more proficient in inclusion. It was determined that primary teachers who have fewer inclusive students in their class were more proficient on inclusion in teaching mathematics. It was determined that more experienced primary teachers were more proficient in inclusion. It was determined that primary teachers teaching in the second, third and fourth grades and teaching mathematics were more proficient than those teaching in the first grade. It was determined that teachers who teach in less crowded classrooms were more proficient in inclusion.

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Section: Mathematics Teaching In Inclusionmentioning

confidence: 99%

Sınıf Öğretmenlerinin Kaynaştırma ve Kaynaştırma Öğrencilerine Matematik Öğretimi Yeterlikleri Üzerine Bir Araştırma

Turgut

Uğurlu

2022

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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“…The Strategies Intervention Model (SIM) is cited as comprehensive and well researched, and was successfully replicated by Katsiyannis and Prillaman (1990), Oates, Turland, and Mehaffie (1989), Scheid (1989), Smith (1986), Vallecorsa et al (1991), and Woodward and Noell (1991). Other studies (Deshler & Schumaker, 1986;Harris & Graham, 1985;Palincsar & Brown, 1984;Pressley, Goodchild, Fleet, Zajchowski, & Evans, 1989;Wong & Jones, 1982) validated the effectiveness of the SIM with lowachieving students and students with learning disabilities in elementary, secondary, and postsecondary settings.…”

Section: Intervention Modelsmentioning

confidence: 99%

“…Math's abstract symbols and concepts are best taught using concrete materials/manipulatives or functional/daily life examples (Clearinghouse on Adult Learning and Literacy, 1990; Katsiyannis & Prillaman, 1990;Lowry, 1990;Mastropieri, Scruggs, & Shiah, 1991). The Strategic Math Series, developed for students with learning disabilities, does this for addition, subtraction, multiplication, and division (Mercer & Miller, 1992).…”

Section: Mathematicsmentioning

confidence: 99%

A Review of Learning Strategies for Adults with Learning Disabilities Preparing for the GED Exam

Westberry

1994

J Learn Disabil

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Although there is a growing body of information, materials, and instructional strategies for adults with learning disabilities receiving remedial reading instruction, the same is not available for other areas of Adult Basic Education, including remedial math, sixth-through eight-grade-level pre-GED basic skills, and secondary subject areas in the GED curriculum. This review presents possibilities for consideration in developing instructional and testing strategies for GED students with learning disabilities. These strategies should be applicable to traditional academic content areas, cost effective for programs with limited financial resources, and appropriate for the relatively short-term instructional time frame characteristic of the Adult Basic Education setting.

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Teaching Math Using Regular Curricula

Cited by 2 publications

References 7 publications

Sınıf Öğretmenlerinin Kaynaştırma ve Kaynaştırma Öğrencilerine Matematik Öğretimi Yeterlikleri Üzerine Bir Araştırma

Sınıf Öğretmenlerinin Kaynaştırma ve Kaynaştırma Öğrencilerine Matematik Öğretimi Yeterlikleri Üzerine Bir Araştırma

A Review of Learning Strategies for Adults with Learning Disabilities Preparing for the GED Exam

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