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Katherine E. Lewis

Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.

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Valerie N. Faulkner, Lee V. Stiff, Patricia L. Marshall, John Nietfeld, and Cathy L. Crossland

This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. An important implication of this study is that placement recommendations must be monitored to ensure that high-achieving students are placed appropriately, regardless of racial background.

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Janet Sharp and Rachael M. Welder

Students notoriously struggle with division of fractions in 5 key areas. Hear what those 5 areas are and how recommendations address the limitations.

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Casey Hord and Samantha Marita

Support math conversations and teach students to approach various problem-solving tasks by encouraging the use of tables.

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Catherine Tabor

A programming activity helps students give meaning to the abstract concept of slope.

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Elizabeth T. Walker and Jeffrey S. Molisani

Multiple entry points on the road to assessing students can tell teachers if students can do math and therefore apply math to real-world problems.

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Kenneth A. Whaley

Students develop skills as twenty-first century learners and researchers by using Timeglider™ to explore famous mathematicians in a culturally responsive manner.

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D. Bruce Jackson

Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.

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Nevin Iliev and Frank D'Angelo

Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.

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Kathleen Lynch and Jon R. Star

Although policy documents promote teaching students multiple strategies for solving mathematics problems, some practitioners and researchers argue that struggling learners will be confused and overwhelmed by this instructional practice. In the current exploratory study, we explore how 6 struggling students viewed the practice of learning multiple strategies at the end of a yearlong algebra course that emphasized this practice. Interviews with these students indicated that they preferred instruction with multiple strategies to their regular instruction, often noting that it reduced their confusion. We discuss directions for future research that emerged from this work.