TITLE

MIDDLE-SCHOOL MATHEMATICS CURRICULA AND STUDENTS WITH LEARNING DISABILITIES: IS ONE CURRICULUM BETTER?

AUTHOR(S)
Bouck, Emily C.; Kulkarni, Gauri
PUB. DATE
October 2009
SOURCE
Learning Disability Quarterly;Fall2009, Vol. 32 Issue 4, p228
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Little is known about how best to teach mathematics to students with learning disabilities. This study explored the performance and self-reported calculator use of 13 sixth-grade and 15 seventh-grade students with learning disabilities educated in either standards-based or traditional mathematics curricula on multiple-choice and open-ended assessments. Across both groups of students: (a) curriculum did not impact the number of problems students answered correctly, (b) students answered more problems correctly on the multiple-choice than on the open-ended assessments, (c) students self-reported low percentages of calculator use, and (d) curriculum did not impact students' self-reported calculator use. Overall, the results suggest that students with learning disabilities are not advantaged or disadvantaged by receiving either a traditional or a standards-based mathematics curriculum.
ACCESSION #
45830528

 

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