Show simple item record

dc.contributor.advisorCorey, Mary E.
dc.contributor.authorFigliole, Daniel M.
dc.date.accessioned2021-09-07T21:51:35Z
dc.date.available2021-09-07T21:51:35Z
dc.date.issued2013-08-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5375
dc.description.abstractThis 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.subjectEvidence-Based Practices
dc.subjectConcrete-Representational-Abstract
dc.subjectCopy
dc.subjectCover
dc.subjectCompare
dc.titleEvidence-based practices for teaching mathematics to students with disabilities
dc.typethesis
refterms.dateFOA2021-09-07T21:51:35Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


Files in this item

Thumbnail
Name:
ehd_theses/199/fulltext (1).pdf
Size:
366.2Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record