학술논문
Teaching Place Value to Students With Learning Disabilities in Mathematics.
Document Type
Article
Source
Subject
*LEARNING disabilities
*STUDENTS with disabilities
*MATHEMATICS teachers
*MATHEMATICS students
*MATHEMATICS
*COGNITIVE Strategy Instruction
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Language
ISSN
1053-4512
Abstract
According to National Council of Teachers of Mathematics (NCTM), students must develop a conceptual understanding of place value by second grade to understand that mathematics processes are more than a set of procedural steps. Yet, students with learning disabilities in mathematics typically struggle to understand place value in a deeper, conceptual sense, which can have a negative impact on their future performance where application of place value concepts are foundational. Therefore, early interventions targeting place value instruction are critical for building a solid foundation in mathematics for students with learning disabilities. This article provides teachers with an overview of five place-value principles, which are critical for student success; and evidence-based practices for teaching those principles. [ABSTRACT FROM AUTHOR]