The use of process mnemonics in teaching students with mathematics learning disabilities

Emmanuel Manalo, Julie K. Bunnell, Jennifer A. Stillman

    研究成果: Article査読

    26 被引用数 (Scopus)

    抄録

    This study investigated the effects of process mnemonic (PM) instruction on the computational skills performance of 13-to 14-year-old students with mathematics learning disabilities. Two experiments are described. In Experiment 1, 29 students were randomly assigned to one of four instruction groups: PM, demonstration-imitation (DI), study skills (SS), or no instruction (NI). In Experiment 2, instructors with no vested interest in the outcomes of the study were employed to teach 28 students who were assigned to PM, DI, or NI groups. Both PM and DI students made significant improvements in addition, subtraction, multiplication, and division. However, improvements were often greater for PM students. More importantly, the improvements made by PM students maintained better than those of DI students over six-week (Experiment 1) and eight-week (Experiment 2) follow-up periods.

    本文言語English
    ページ(範囲)137-156
    ページ数20
    ジャーナルLearning Disability Quarterly
    23
    2
    出版ステータスPublished - 2000 3

    ASJC Scopus subject areas

    • Rehabilitation
    • Education
    • Health Professions(all)
    • Behavioral Neuroscience

    フィンガープリント 「The use of process mnemonics in teaching students with mathematics learning disabilities」の研究トピックを掘り下げます。これらがまとまってユニークなフィンガープリントを構成します。

    引用スタイル