ERIC Number: EJ897294
Record Type: Journal
Publication Date: 2010-Sep
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: N/A
Teaching Algebra to Students with Learning Disabilities
Impecoven-Lind, Linda S.; Foegen, Anne
Intervention in School and Clinic, v46 n1 p31-37 Sep 2010
Algebra is a gateway to expanded opportunities, but it often poses difficulty for students with learning disabilities. Consequently, it is essential to identify evidence-based instructional strategies for these students. The authors begin by identifying three areas of algebra difficulty experienced by students with disabilities: cognitive processes, content foundations, and algebra concepts. The authors next describe three evidence-based strategies for addressing these needs: classwide peer-tutoring, cognitive strategy instruction, and explicit instructional routines. (Contains 1 figure.)
Descriptors: Educational Strategies, Learning Disabilities, Cognitive Processes, Algebra, Teaching Methods, Special Needs Students, Mathematical Concepts, Peer Teaching, Cognitive Development, Learning Strategies, Secondary School Mathematics
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A