Download or read book The Effects of Computer assisted Contextualized Instruction on Mathematical Word problem Solving for Students with Learning Disabilities written by Jennifer Anne Dix and published by . This book was released on 2007 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research is to examine the effects of a computer simulation program on the ability of students with LD to: a) communicate mathematically, b) estimate problem solutions, and c) solve applied story problems. Eight students with LD, ranging from 9 to 11 years of age, took part in the study. The students participated in a computer-presented interactive software program, which used contextualized problem solving to target the above skills. A multiple baseline research design was used to examine: (a) improvement, or lack thereof, of student skills in problem solving, estimation, and math communication abilities, (b) interactions among the three targeted components, (c) generalization of skills to more traditional (e. g., paper and pencil/teacher directed) formats, and (d) extended generalization of acquired skills. Implications of these findings are presented as well.

Download or read book The Effects of Computer assisted Contextualization Instruction on Mathematical Word problem Solving for Students with Learning Diabilities written by Jennifer Anne Dix and published by . This book was released on 2006 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The effects of computer assisted instruction on the mathematical problem solving of students with learning disabilities written by Rwey-Lin Shiah and published by . This book was released on 1994 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Intensifying Mathematics Interventions for Struggling Students written by Diane Pedrotty Bryant and published by Guilford Publications. This book was released on 2021-07-05 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book, Intensive Mathematics Interventions, provides a thorough background knowledge about mathematics difficulties across the grade span. Even more valuable to educators-this book provides user friendly guidance on how to address all of the elements of mathematics difficulties from preschool to secondary grades. Each topic provides clear guidance to support decision making about intensive instruction including examples, ideas, practices, and suggestions. You will learn about the characteristics of students with math difficulties, how to use date to progress monitor them, how to intensify interventions, specific evidence-based practices for addressing early numeracy, time and money, whole numbers, rational numbers, word problem solving strategies, algebra and even technology"--

Download or read book The Effects of Computer Assisted Instruction on Solving Math Word Problems written by Jessica Renée Sevecke and published by . This book was released on 2015 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Multimedia Software on Word Problem solving Performance for Students with Mathematics Difficulties written by You-Jin Seo and published by . This book was released on 2008 with total page 526 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computer-Assisted Instruction (CAI) offers the potential to deliver cognitive and meta-cognitive strategies in mathematical word problem-solving for students with mathematics difficulties. However, there is a lack of commercially available CAI programs with cognitive and meta-cognitive strategies for mathematical word problemsolving that pay particular attention to the critical design features for students with mathematics difficulties. Therefore, empirical evidence regarding the effects of CAI program with cognitive and meta-cognitive strategies on the word problem-solving of students with mathematics difficulties has not been found. Considering the imperative need for a CAI program with cognitive and metacognitive strategies for students with mathematics difficulties, an interactive multimedia software, 'Math Explorer, ' was designed, developed, and implemented to teach one-step addition and subtraction word problem-solving skills to students with mathematics difficulties. Math Explorer incorporates: (a) four-step cognitive strategies and corresponding three-step meta-cognitive strategies adapted from the research on cognitive and meta-cognitive strategies, and (b) instruction, interface, and interaction design features of CAI identified as crucial for successful delivery of cognitive and metacognitive strategies for students with mathematics difficulties. The purpose of this study was to investigate the effectiveness of Math Explorer, which was designed to be a potential tool to deliver cognitive and meta-cognitive strategy instruction in one-step addition and subtraction word problem-solving. Three research questions guided this study: (a) To what extent does the use of Math Explorer affect the accuracy performance of students with mathematics difficulties in grades 2-3 on computer-based tasks with one-step addition and subtraction word problem-solving?, (b) To what extent does the use of Math Explorer generalize to the accuracy performance of students with mathematics difficulties in grades 2-3 on paper/pencil-based tasks with one-step addition and subtraction word problem-solving?, and (c) To what extent does the use of Math Explorer maintain the accuracy performance of students with mathematics difficulties in grades 2-3 on computer- and paper/pencilbased tasks with one-step addition and subtraction word problem-solving? A multiple probe across subjects design was used for the study. Four students with mathematics difficulties participated in the pre-experimental (i.e., introduction; screening test; and computer training I) and experimental (i.e., baseline, computer training II, intervention, and follow-up) sessions over an 18-week period. Each week of the intervention phase, the students received an individual 20- to 30-minute Math Explorer intervention, at most, five days. After each intervention, they took the 10-minute computer- or paper/pencil-based tests developed by the researcher. The intervention phase for each student lasted five to seven weeks. Two weeks after termination of the intervention phase, their accuracy performance on the computer- and paper/pencil-based tests were examined during the follow-up phases. The findings of the study revealed that all four of the students were able to use the cognitive and meta-cognitive strategies to solve the addition and subtraction word problems and improved their accuracy performance on the computer-based tests. Their improved accuracy performance found on the computer-based tests was successfully transferred to the paper/pencil-based tests. About two weeks after termination of the intervention phase, except for one student who had many absences and behavioral problems during the extended intervention phase, the three students successfully maintained their improved accuracy performance during the follow-up phase. Taken together, the findings of the study clearly provide evidence that Math Explorer is an effective method for teaching one-step addition and subtraction word problem-solving skills to students with mathematics difficulties and suggest that the instruction, interface, and interaction design features of CAI program is carefully designed to produce successful mathematical performance of students with mathematics difficulties. Limitations of the research and implications for practice and future research were discussed.

Download or read book The Efficacy of Computer assisted Instruction in Mathematical Problem solving for Students with Learning Disabilities written by Debra A. Sundin and published by . This book was released on 2005 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mathematics Word Problem Solving An Investigation Into Schema Based Instruction in a Computer Mediated Setting and a Teacher Mediated Setting with Mathematically Low Performing Students written by Jayne Leh and published by . This book was released on 2011 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Substantial evidence indicates that teacher-delivered schema-based instruction (SBI) facilitates significant increases in mathematics word problem solving (WPS) skills for diverse students; however research is unclear whether technology affordances facilitate superior gains in computer-mediated (CM) instruction in mathematics WPS when compared to teacher-mediated (TM) instruction particularly for low-performing students. This study investigated the differential effects of CM-SBI compared to TMSBI on mathematics WPS performance of mathematically low-achieving third-grade students using two commercially available packages (i.e., GO Solve Word Problems computer software [Tom Snyder Productions, 2005] and Solving Math Word Problems: Teaching Students with Learning Disabilities Using Schema-Based Instruction [Pro-Ed, 2007]). In addition, teacher and student satisfaction with strategy instruction and program materials were examined. Twenty-five students from one school district were randomly assigned to either a CM condition or a TM condition. Both conditions employed SBI that guided students to identify the problem type, and map the problem features using diagrams. Further, both conditions employed key instructional design principles and mathematics problem solving instructional features identified in the literature as effective for teaching students with disabilities (e.g., schematic diagrams, worked examples, visual representations, modeling). Intervention in both conditions consisted of 15 instructional sessions spanning six school weeks and session times remained constant between conditions. A pretest-posttest-delayed posttest repeated measures design (2 Group x 3 Times) with random assignment evaluates WPS gains of the two conditions using criterion-referenced WPS pretest, posttest and maintenance tests. Overall, results indicated that students in both conditions made significant gains in WPS performance and maintained gains after four weeks with no significant differences between conditions. Results suggest that SBI was effective at increasing and maintaining student skills in WPS performance regardless of instructional mode. Results also revealed no significant difference between conditions on student satisfaction or motivation and the teachers' preference for the TM curriculum over the computer software was indicated. Results suggest that the most important variable in terms of student gains in WPS acquisition and maintenance for mathematically low-performing students in CM settings is the strategy implemented (e.g., SBI that employs key instructional design features). Implications, limitations and recommendations for future research are discussed.

Download or read book The Effects of Computer assisted Instruction on the Mathematics Achievement of Students with Emotional and Behavioral Disorders written by Kenya Collier Williams and published by . This book was released on 2015 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students' task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents' mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants' task engagement. The study's social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study.

Download or read book Differentiation Within Anemone Hepatica L of Japan written by Hiroshi Hara and published by . This book was released on 1958 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Special Education written by James M. Kauffman and published by Routledge. This book was released on 2011-05-15 with total page 807 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.

Download or read book The Impact of Computer assisted Mathematics Instruction for Secondary Students with Learning Disabilities written by Shirley A. Celentano and published by . This book was released on 2002 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer assisted and Seatwork Instruction on the Math Performance of Children with Learning Disabilities written by Linda Schwemley and published by . This book was released on 1989 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer Assisted Instruction in Mathematics on the Mathematics Achievement of Elementary Learning Disabled Students at Juanity F Gardine Elementary School St Croix U S Virgin Islands written by Joseph A. Osborne and published by . This book was released on 1996 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Technology Supported Interventions for Students With Special Needs in the 21st Century written by Liu, Xiongyi and published by IGI Global. This book was released on 2022-03-18 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: Groundbreaking innovations have paved the way for new assistive approaches to support students with special needs. New technological innovations such as smart mobile devices and apps, wearable devices, web-based monitoring and support systems, artificial intelligence, and more are changing the way in which care and support can be given to students with special needs. These technologies range from encouraging self-care and independent living to supporting the completion of academic work, accommodating cognitive disabilities, or even supporting communication and socialization. The applications of assistive technologies are widespread and diverse in the ways in which the technology itself can be utilized and the people it can support. The increasing developments in technology are bringing in a new way of interventions for all types of students with diverse special needs in the modern educational atmosphere. Technology-Supported Interventions for Students With Special Needs in the 21st Century covers effective assistive modern technologies for overcoming specific challenges encountered by students with special needs for promoting their learning and development, educational attainment, social engagement, self-sufficiency, and quality of life. This book presents an overview of contemporary assistive tools and approaches integrated with digital technologies for students with special needs; shares findings of cutting-edge research on using digital technologies; provides evidence-based digital technology-facilitated tools and strategies for effective diagnosis, treatment, educational intervention, and care of students with special needs; and identifies promising areas and directions for future innovations, applications, and research. It is ideal for classroom teachers, special educators, educational technologists, intervention specialists, medical professionals, caregivers, administrators, policymakers, teacher educators, researchers, academicians, and students interested in the use of assistive technologies for students with special needs in the digital era.

Download or read book The Comparative Effects of Traditional Instruction and Computer assisted Instruction on the Mathematics Achievement of Learning Disabled Students written by Kendra Baer Lueke and published by . This book was released on 1984 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in education written by and published by . This book was released on 1988 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: