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For the entire sample, knowledge of general academic words explained a considerable and significant amount of variance in academic achievement across 4 disciplines. A linguistically and socioeconomically diverse sample of grade 7 and 8 students (N�=339) was administered measures of overall breadth of vocabulary knowledge and general (i.e., cross-discipline) academic word knowledge, and the explanation of variance in standardized academic achievement tests across 4 disciplines was explored. This study examined the amount of variance in academic achievement explained by academic word knowledge for diverse middle school students. This study indicates that teaching children to use explicit number names can, indeed, have a positive influence on their understanding of place value.ĭespite the current theoretical momentum for the importance of academic English and the acknowledgment that academic materials increase in complexity through the grades, little empirical attention has been devoted to the role of academic English in academic achievement. The improvement of the explicit group overall exceeded the improvement of the traditional group. Analysis of the children’s performance and error patterns revealed interesting differences between children taught with explicit number names and children taught with traditional number names. Chi-square tests for independence showed two significant relations: (a) the relationship between the traditional and explicit group membership on the post assessment of modeling twodigit numbers, and (b) the relationship between place value identifications and group membership. Through individual student interviews, pre and post assessments were administered to evaluate rote counting, reading five two-digit numerals, modeling five two-digit numbers, and identifying place value in two two-digit numerals. This study explored the influence of using explicit number names on prekindergarten and kindergarten students’ ability to rote count, read two-digit numerals, model two-digit numbers, and identify the place value of individual digits in two-digit numerals. In recent years, the idea of language influencing the cognitive development of an understanding of place value has received increasing attention. Implications for research and practice are presented. Our findings call for more instruction and intervention focused on supporting students mathematical reasoning through written expression.

To further clarify the students struggles with mathematical reasoning, error analysis indicated a variety of error patterns existed and tended to vary widely by problem type. In addition, students tended to use general vocabulary rather than academic precise math vocabulary and students who provided a visual representation were more likely to answer accurately. Results indicate most students were not accurate in their problem solution and communicated minimal mathematical reasoning in their written expression. The solutions and written responses of 51 students with learning disabilities in fourth and fifth grade were analyzed on four primary dimensions: (a) accuracy, (b) five elements of mathematical reasoning, (c) five elements of mathematical writing, and (d) vocabulary use. The intervention consisting of VM and concrete manipulatives along with additional behavioral strategies offers an option for teachers to accommodate diverse learning needs of students with ASD in a variety of settings.Īssessment results from two open-construction response mathematical tasks involving fractions and decimals were used to investigate written expression of mathematical reasoning for students with learning disabilities.

Through the use of single-case multiple probe across students experimental design, we examined whether a functional relation existed between the intervention and students’ improved accuracy of solving simple proper fraction problems.Īll three students improved the accuracy of solving simple proper fraction problems from baseline to intervention sessions and two students generalized the skill to solving whole proper fraction problems.

The purpose of this research study was to examine the effects of providing instruction via video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check on the accuracy of fraction problem solving of three middle school students with ASD.

MATHEMATICA CLEAR HOW TO

Furthermore, intervention studies focused on teaching students with ASD how to solve fractions are scarce. With the surge of intervention research examining ways of supporting students with autism spectrum disorder (ASD) in inclusive settings, there remains a need to examine how technology supports could enhance students’ learning by offering one size fits one instruction.

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