دورية أكاديمية
Combining Like Terms: A Qualitative Meta-Synthesis of Algebra I Interventions in Mathematics and Special Education
| العنوان: | Combining Like Terms: A Qualitative Meta-Synthesis of Algebra I Interventions in Mathematics and Special Education |
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| اللغة: | English |
| المؤلفون: | Dibbs, Rebecca A., Hott, Brittany L., Martin, Amelia, Raymond, Leslie, Kline, Taylor |
| المصدر: | International Journal of Education in Mathematics, Science and Technology. 2020 8(3):219-232. |
| الإتاحة: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Algebra, Intervention, Special Education, Mathematics Education, Mathematical Logic, Instructional Effectiveness, Educational Research, Difficulty Level, Students with Disabilities, Student Centered Learning, Learning Disabilities, Elementary Secondary Education, Higher Education, Student Journals, Discussion (Teaching Technique), Group Activities, Classroom Techniques |
| تدمد: | 2147-611X |
| مستخلص: | Many students struggle with the transition from arithmetic to algebra. Despite meta-analytic work on algebra instruction and calls for meta-syntheses of mathematics education topics, little has been done to synthesize the corpus of qualitative mathematics education research in algebra. The purpose of this meta-synthesis is to summarize the techniques teachers use to elicit algebraic thinking from students with mathematics difficulty or disability in the mathematics and special education literature. Although both mathematics and special educators used student-centered and collaborative techniques to encourage students to share algebraic reasoning, students with mathematics difficulty and disability struggled to participate meaningfully, and directions for further critical work in algebra are specified. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1263339 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2147-611X |
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