دورية أكاديمية
Special Education and Psychology Majors Designing and Implementing Interventions for Algebra 1 Students with Learning Disabilities and Math Anxiety
| العنوان: | Special Education and Psychology Majors Designing and Implementing Interventions for Algebra 1 Students with Learning Disabilities and Math Anxiety |
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| اللغة: | English |
| المؤلفون: | Casey Hord, Anna Fricano DeJarnette, Shelby Yates, Kilee Wolfe, Lizzie Bernys, Ian Byard, Ashley Bruner, Allison Patterson, Hannah E. Libby, Meghan A. O’Connor |
| المصدر: | Learning Disabilities: A Contemporary Journal. 2024 22(1):19-44. |
| الإتاحة: | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Students with Disabilities, Learning Disabilities, Algebra, Special Education, Psychology, Majors (Students), Communities of Practice, Interdisciplinary Approach, Mathematics Anxiety, Undergraduate Students, College Faculty, Graduate Students, Intervention, Mathematics Instruction, High School Students |
| تدمد: | 1937-6928 |
| مستخلص: | The researchers conducted a qualitative case study on a learning community comprising special education and psychology majors. This community was strategically organized to foster interdisciplinary learning among its members and to design interventions for students struggling with mathematics anxiety, specifically in classes like Algebra 1. Working alongside a university faculty member and a graduate student, the undergraduates applied mental health principles from psychology research to real-world situations. Their efforts included teaching Algebra 1 to a student grappling with both a learning disability in mathematics and mathematics anxiety. In their approach, the group utilized mindfulness principles to tailor conversations to the high school student's interests, effectively incorporating mindfulness techniques into the mathematics tutoring sessions. This approach proved successful, particularly when the student was experiencing high levels of anxiety, enabling significant progress in his Algebra 1 work. The collaborative efforts also provided substantial benefits to the college students, who learned about each other's fields of study. They effectively combined this knowledge in practical ways and applied it in real-world settings. The findings of this study offer important insights for the training of pre-service special education teachers and college students in related fields. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1429327 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1937-6928 |
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