Evidence-based practices for teaching mathematics to students with disabilities
dc.contributor.advisor | Corey, Mary E. | |
dc.contributor.author | Figliole, Daniel M. | |
dc.date.accessioned | 2021-09-07T21:51:35Z | |
dc.date.available | 2021-09-07T21:51:35Z | |
dc.date.issued | 2013-08-01 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12648/5375 | |
dc.description.abstract | This research study examines the effectiveness of three evidence-based strategies on students with disabilities. The participants include five students in a self-contained special education classroom. Depending on ability levels, the participants were exposed to one or more of the evidence-based strategies which included; self-regulation, concrete-representational-abstract, and copy, cover, compare. The research study found that students need a considerable amount of instruction and assistance for using the self-regulation strategy and its corresponding checklist. However, the concrete-representational-abstract strategy as well as the copy, cover, compare strategy proved to be beneficial in helping students to efficiently count coin money to a designated amount using the fewest amount of coins possible. | |
dc.subject | Evidence-Based Practices | |
dc.subject | Concrete-Representational-Abstract | |
dc.subject | Copy | |
dc.subject | Cover | |
dc.subject | Compare | |
dc.title | Evidence-based practices for teaching mathematics to students with disabilities | |
dc.type | thesis | |
refterms.dateFOA | 2021-09-07T21:51:35Z | |
dc.description.institution | SUNY Brockport | |
dc.description.department | Education and Human Development | |
dc.description.degreelevel | Master of Science in Education (MSEd) | |
dc.source.status | published | |
dc.description.publicationtitle | Education and Human Development Master's Theses | |
dc.contributor.organization | The College at Brockport | |
dc.languate.iso | en_US |