• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability.
【24h】

Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability.

机译：同伴中介教学对中度/重度智力障碍学生数学问题解决的影响。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, focused, and structured set of standards to prepare students in the 21st century to be college and career ready upon exiting the high school system. To meet these increased expectations, this investigation sought to determine the effects of peer-mediated schema based instruction on the number of correct steps of a task analysis to solve the change problem type of mathematical word problems with middle school students with moderate/severe intellectual disabilities (MS/ID). Additionally, this study investigated the effects of peer-mediated schema based instruction on the number of correct mathematical problems solved, the ability of students with MS/ID to discriminate between addition and subtraction in word problems for the change problem type, and if students with MS/ID were able to generalize the learned mathematical skills to an unfamiliar peer. Finally, this study examined the effects of peer-mediated instruction on both tutors' and tutees' social attitudes and perceptions of one another before and after the study was completed. The findings of this study demonstrated a functional relation between peer-mediated schema-based instruction (SBI) on the number of correct steps of a task analysis. Results also provided several implications for practice, offers suggestions for future research in this area, and discusses the social and academic benefits of using peer-mediated instruction for students with MS/ID.
机译：《不让任何孩子落后法案》（NCLB，2006年）树立了一个先例，为所有学生，包括残疾学生树立了更高的期望。最近，美国国家州长协会最佳实践中心和州立学校首席官员理事会制定了一套通用的州标准，以提高英语艺术和数学水平，即通用核心州标准（CCSS，2010年）。 CCSS数学定义并详细介绍了K-12年级的数学实践的内容期望和标准。他们的目的是提供一套严格，集中和结构化的标准，以使21世纪的学生在离开高中系统后就可以大学和职业生涯做好准备。为了满足这些日益增长的期望，本研究试图确定基于同伴介导的图式教学对任务分析的正确步骤数的影响，以解决中度/重度智力障碍中学生数学单词问题的变化问题类型（MS / ID）。此外，本研究还研究了基于同伴中介的基于图式的指令对解决的正确数学问题数量的影响，具有MS / ID的学生区分单词问题中加减法的能力，以及针对变化问题类型的影响，以及MS / ID能够将所学的数学技能推广给陌生的同伴。最后，本研究考察了同伴中介的指导对完成本研究前后的导师和图特人的社交态度和彼此看法的影响。这项研究的结果表明，在同伴中介的基于模式的指令（SBI）之间，任务分析的正确步骤数量之间存在功能关系。结果还为实践提供了一些启示，为该领域的未来研究提供了建议，并讨论了对MS / ID学生使用同伴介导的教学的社会和学术利益。

著录项

  • 作者

    Ley Davis, Luann.;

  • 作者单位

    The University of North Carolina at Charlotte.;

  • 授予单位 The University of North Carolina at Charlotte.;
  • 学科 Special education.;Multicultural Education.;Mathematics education.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 252 p.
  • 总页数 252
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号