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Experimental and Quasi-Experimental Research On Instructional Approaches for Teaching Mathematics to Students With Learning Disabilities: A Research Synthesis

Experimental and Quasi-Experimental Research On Instructional Approaches for Teaching Mathematics to Students With Learning Disabilities: A Research S

Experimental and Quasi-Experimental Research On Instructional Approaches for Teaching Mathematics to Students With Learning Disabilities: A Research Synthesis   (Citations: 2)
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Abstract In this article, we use meta-analytic techniques to synthesize the experimental and quasi-experimental research on instructionalapproaches,that enhance,the mathematics,performance,of students with learning disabilities (LD). After a search of all published research and dissertations from 1970 to 1998, we located 194 potential studies; however,only 26 were actual experimental,interventions studies with valid designs. We clustered the studies into three broad categories: curricula and instructional approaches;,impact,of providing teachers,and students,with ongoing information on student performance; and peer tutoring. In each case, we provide effect sizes and a description of the specific instructional approaches,examined.,The relatively small number,of studies per category,precluded,formal statistical analyses. We present major findings suggested by the set of studies. Essentially, methods that encouraged students to verbalize their approach to problem solving, and that provided,students,with feedback,tended,to enhance,performance.,This was,true regardless,of whether strategies taught were highly explicit or relatively flexible. Similarly, use of visual representations tended to enhance performance regardless of amount,of specificity. Providing special education,teachers,with ongoing,data on students’ performance was consistently effective. However, providing these data only to students,was not helpful. Use of peer tutoring was,particularly effective when,cross age
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