NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ897128
Record Type: Journal
Publication Date: 2010-Sep
Pages: 8
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1053-4512
Strategies for Teaching Algebra to Students with Learning Disabilities: Making Research to Practice Connections
Strickland, Tricia K.; Maccini, Paula
Intervention in School and Clinic, v46 n1 p38-45 Sep 2010
To improve student success in mathematics, the use of research-based interventions is necessary to help secondary students with learning disabilities (LD) access the algebra curriculum. The authors provide an overview of the following research-based approaches: explicit instruction, graduated instructional sequence, technology, and graphic organizers. For each approach, a summary of the research is provided along with suggestions for how the approach can be used by classroom teachers to support algebra instruction. (Contains 4 figures and 2 tables.)
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 - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A