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ERIC Number: EJ1007223
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1947-7503
Closing the Math Gap of Native American Students Identified as Learning Disabled
Hankes, Judith; Skoning, Stacey; Fast, Gerald; Mason-Williams, Loretta
Investigations in Mathematics Learning, v5 n3 p44-59 Spr 2013
This article serves as an overview of activities and selected assessment findings of a three-year research study titled, Closing the Mathematics Achievement Gap of Native American Students Identified as Learning Disabled Project (CMAG Project). Methods used were problem-based, consistent with those of Cognitively Guided Instruction, and culturally relevant. Teachers who participated in the study taught students in special education and inclusive education classrooms at grades kindergarten through twelve. Findings of this study documented significant learning gains of the target students. Three classroom vignettes provide examples of project classrooms. (Contains 3 tables and 1 figure.)
Research Council on Mathematics Learning. Web site: http://web.unlv.edu/RCML/journal.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A