中学数学学习障碍学生比例题教学

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL Intervention in School and Clinic Pub Date : 2022-05-04 DOI:10.1177/10534512221093782

Jonté A. Myers, Bradley Witzel

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引用次数: 0

摘要

提高有学习障碍的中学生在涉及比例和比例的单词解决任务中的数学表现对中学数学教师来说是一项挑战。教师必须使用循证实践来提高中学生解决问题的能力和数学成绩。基于图式的教学（SBI）是一种强大的循证实践，可以提高学生对涉及比例和比例的单词问题的理解和解决方法。本文介绍了执行履行机构的议定书，并举例说明了具体的比率和比例。还讨论了教师在实施SBI时如何为有更密集教学需求的学生提供额外帮助。

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Instruction in Proportion Word Problems for Secondary Students With Learning Disabilities in Mathematics

Increasing the performance of secondary students with learning disabilities (LD) in mathematics on word problem-solving tasks involving ratios and proportions is challenging for secondary math teachers. Teachers must use evidence-based practices to enhance secondary students’ problem-solving proficiency and math achievement. Schema-based instruction (SBI) is a powerful evidence-based practice to improve students’ understanding and approach to solving word problems involving ratios and proportions. This article describes the protocol for implementing SBI with examples specific to ratios and proportions. Also discussed are the ways teachers can provide additional assistance to students with more intensive instructional needs when implementing SBI.

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.