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ERIC Number: EJ817542
Record Type: Journal
Publication Date: 2008
Pages: 26
Abstractor: As Provided
Reference Count: 102
ISBN: N/A
ISSN: ISSN-0014-4029
A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities
Browder, Diane M.; Spooner, Fred; Ahlgrim-Delzell, Lynn; Harris, Amber A.; Wakeman, Shawnee
Exceptional Children, v74 n4 p407-432 Sum 2008
This article reports on a comprehensive literature review and meta-analysis of 68 experiments on teaching mathematics to individuals with significant cognitive disabilities. Most of the studies in the review addressed numbers and computation or measurement. Within the computation studies identified, most focused on counting, calculation, or number matching. For the measurement studies, nearly all focused on money skills. Of the 54 single subject design studies, 19 were classified as having all quality indicators for research design (13 representing the National Council of Teachers of Mathematics Measurement standard and 6 representing the Numbers and Operations standard). These studies offer strong evidence for using systematic instruction to teach mathematics skills and for using in vivo settings. (Contains 1 figure and 7 tables.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A