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ERIC Number: EJ1113822
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1927-5250
Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors
Agaliotis, Ioannis; Teli, Afroditi
Journal of Education and Learning, v5 n 4 p90-103 2016
The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction, while the intervention for the experimental group (LD = 19, MID = 4) combined the intervention for the control group and an alternative grouping and presentation scheme of ACs. Correlations between cognitive and learning characteristics of the two disability categories and participants' performance in ACs learning were also investigated. Intra-group comparisons showed that post-intervention performance of both groups (control and experimental) was significantly higher than their pre-intervention performance. However, inter-group comparisons revealed that there was no significant difference between the results obtained through the two interventions. Students with LD outperformed their counterparts with MID. Differences of the two disability categories in domains such as speed of information processing and counting skills correlated with performance. Results are discussed in reference to the organization of effective intervention programs for supporting students with LD or MID in their effort to learn arithmetic combinations of multiplication and division.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A