EBP in math Flashcards
Language and communication disorders may interfere with students’ functioning when they are expected to read, write, and discuss ideas about mathematics
Montague (1996)
- Use of schematic diagrams to map important information related to a particular problem type
- Highlight schematic relations in the problem to facilitate translation and solution
- Semantic relations in a problem
Jitendra, Hoff, & Beck (1999)
- Cognitive strategy instruction involves - (a) systematic and direct explanations and/or verbal descriptions of the performance of a task; (b) verbal modeling, questioning, and demonstrations by the teacher of the steps and processes in the routine; (c) systematic prompts and cues to use the processes, strategies, and procedures; and (d) cognitive modeling using “think aloud”
- Cognitive strategy instruction EBP – Horner et al. (2005) and Gersten et al. (2005) standards
Swanson (1999)
- Mnemonic instruction - Effect size of 1.62
* Effect sizes of various studies show mnemonic instruction largest and most consistent use in special education
Scruggs & Mastropieri (2000)
- CRA first involves the use of concrete materials that develop into representational and eventually abstract thought
- EBP as identified by Bouck et al. (2017) using CEC standards
Witzel, Mercer, & Miller (2003)
Emphasis on reading and phonological processes in identification and treatment of learning disabilities has increased
Mastropieri, Scruggs, Davidson, & Rana (2004)
- Invivo instruction
- Systematic instruction
- Numerous opportunities to respond
- EBPs for teaching math to students with severe intellectual disabilities using Horner et al.’s (2005) standards
Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman (2008)
- Cognitive strategy instruction (for mathematical problem solving) – Focuses on metacognition or self-regulation
- EBP for students with learning disabilities using Horner et al.’s (2005) standards and Gersten et al.’s (2005) standards
Montague (2008)
- Mnemonic strategy instruction (positive evidence exists for using mnemonics to teach essential content vocabulary)
- Learn and remember new and important information through mnemonic device that purposefully connects new information to information already familiar to student
- Select vocabulary, create mnemonics, incorporate in instruction, plan systematic and spaced review
Ricommini, Sanders, & Jones (2008)
- Constant time delay
- Errorless learning procedure
- Picture and word recognition skill
- EBP according to Horner et al.’s (2005) standards
Browder, Ahlgrim-Delzell, Spooner, Mims, & Baker (2009)
- Explicit instruction produced significant effects
- Visual representations - Representation of problems as a strategy
- Illustrate solutions for mathematical problems, models
- Sequencing
- Verbalization
- Feedback
Gersten et al. (2009)
Computer aided instruction (CAI)
Seo & Woo (2010)
- Identified EBPs for teaching students with severe intellectual disabilities, reference Browder et al. (2008) – Systematic instruction, invivo instruction, numerous opportunities to respond
- EBPs for students with significant disabilities as identified by previous reviews
Courtade, Test, & Cook (2014)
- Students often demonstrate difficulty in successfully using representations to express math thinking – a representation needs to be understood for it to be useful
- Presence of multiple representations may be counterproductive – difficulty choosing and switching as needed
- Explicit guidance to select appropriate representation and effectively use the representation to visualize data in the problem
- Representation of problems as a strategy met Gertsen et al. (2005) EBP standards for students with LD & MD
- EBP for students with math difficulties and learning disabilities based on Gersten et al.’s (2005) EBP standards
Jitendra, Nelson, Pulles, Kiss, & Houseworth (2016)
- CRA is graduated instructional sequence
- Transition from solving mathematical problems with concrete objects to representational drawings to solving problems without any support abstractly
Agrawal & Morin (2016)
