ERIC Number: EJ1106272
Record Type: Journal
Publication Date: 2016-Aug
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4669
EISSN: N/A
Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math
Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara
Journal of Special Education, v50 n2 p75-85 Aug 2016
Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided 4 days per week, 45 min per session, for 12 weeks as part of the Response to Intervention (RtI) framework. Results showed a functional relation between SRSD instruction and students' ability to solve multi-step equations. All but one student were able to maintain gains. Students' self-efficacy increased as a result of instruction, instruction was provided with high degrees of fidelity by a special educator, and student interviews revealed an overall satisfaction with SRSD instructional procedures.
Descriptors: Middle School Students, Interviews, Student Attitudes, Correlation, Response to Intervention, Self Efficacy, Learning Disabilities, Metacognition, Learning Strategies, Equations (Mathematics), Problem Solving, Special Education Teachers, Fidelity, Teaching Methods, Scoring, Student Characteristics, Pretests Posttests, Measures (Individuals), Mathematics Achievement, Mathematics Instruction, Likert Scales
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 - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A