测量成功:将数字线纳入学习障碍学生的测量教学

IF 0.7 4区 教育学 Q4 EDUCATION, SPECIAL Intervention in School and Clinic Pub Date : 2023-03-02 DOI:10.1177/10534512231156883
Jenna A. Gersib, Megan Rojo, Shadi Ghafaghazi, Jasmine Uy, Christian T. Doabler
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引用次数: 0

摘要

数字线可以帮助学生学习一系列数学概念。数学中一个明显没有充分利用数线的领域是测量概念的教学。对于小学高年级的学生来说,精确的测量需要使用数学精度和协调性,包括分数和小数、运算和量级的技能。扎实的测量知识对学生数学能力的发展具有重要价值,尤其是对数学学习障碍学生来说。使用数字线来教授和执行涉及测量的数学过程,可以为所有学习者(包括有学习障碍的学习者)建立流利性和概念理解。这篇文章展示了将数字线融入数学干预的多功能性,这些干预涉及数学学习障碍学生的测量概念。讨论的测量内容包括距离、时间间隔、液体体积和质量。描述了如何将数字线应用于每种测量形式的场景和示例。
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Measuring Success: Integrating Number Lines Into Measurement Instruction for Students With Learning Disabilities
Number lines can benefit students in learning an array of mathematical concepts. An area of mathematics where number lines are visibly underused is in teaching measurement concepts. For students in upper elementary grades, accurate measurements require the use of mathematical precision and coordination, including skills in fractions and decimals, operations, and magnitude. A robust knowledge of measurement holds significant value in students’ development of mathematical proficiency, particularly for students with learning disabilities in mathematics. Using number lines to teach and perform mathematical processes involving measurement can build fluency and conceptual understanding for all learners, including those with learning disabilities. This article demonstrates the versatility of integrating number lines into mathematical interventions involving measurement concepts for students with learning disabilities in mathematics. Measurement content discussed includes distance, time intervals, liquid volume, and mass. Scenarios with examples of how to apply number lines to each measurement form are described.
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来源期刊
Intervention in School and Clinic
Intervention in School and Clinic EDUCATION, SPECIAL-
CiteScore
1.90
自引率
12.50%
发文量
46
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.
期刊最新文献
Integrated Multi-Tiered System of Support: Introduction to a Special Series of Intervention in School and Clinic Strategies to Build the Vocabulary and Background Knowledge of Students With Learning Disabilities Integrated Multi-Tiered Systems of Support in Elementary Schools: Practical Applications Integrating a Self-Regulation Intervention Within a Tier-2 Academic Intervention Data-Informed Professional Learning and Instruction in Integrated Tiered Systems
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