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ERIC Number: EJ1004794
Record Type: Journal
Publication Date: 2012-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 75
ISBN: N/A
ISSN: ISSN-0731-9487
Developing Representational Ability in Mathematics for Students with Learning Disabilities: A Content Analysis of Grades 6 and 7 Textbooks
van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa
Learning Disability Quarterly, v35 n1 p24-38 Feb 2012
This study was an examination of the extent to which sixth- and seventh-grade mathematics textbooks incorporated recommended instructional practices for students with learning disabilities to help develop representational ability. Results indicated that the textbooks (a) provided very little explicit instructional information about representations (e.g., how to generate); (b) expected that students use representations to complete math tasks, however, the levels of involvement were varied with a greater number of completed representations being provided rather than student generated representations for solving problems; and (c) provided very little instructional information and support to develop representational ability for teachers of students with disabilities. This was evident in student and teacher materials as well as corresponding supplemental resources designed specifically for students with disabilities. (Contains 5 tables and 2 figures.)
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A