ERIC Number: EJ681567
Record Type: Journal
Publication Date: 2004-Jun
An Evaluation of the Touch Math Method for Teaching Addition to Students with Learning Disabilities in Mathematics
Simon, Rebecca; Hanrahan, James
European Journal of Special Needs Education, v19 n2 p191-209 Jun 2004
The present study was designed to determine if children with learning disabilities in mathematics could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities in mathematics were selected for the study. Prior to the intervention, these students employed a combination of count-all and count-on strategies when solving addition problems and relied on concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention. The experiment consisted of a teaching phase where students learned to count the dots on numbers 1 to 9 in a specified pattern, and an intervention phase where students progressed through nine levels of addition problems. Results indicate that the three subjects were able to learn and apply the dot-notation method successfully, and to retain the method from one-and-a-half to four-and-a-half months after completing instruction.
Descriptors: Mathematics Instruction, Learning Disabilities, Teaching Methods, Intervention, Instructional Effectiveness, Arithmetic, Elementary School Students
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A