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向学习障碍学生教授代数：我们从何而来，又将何去何从？

Teaching Algebra to Students With Learning Disabilities: Where Have We Come and Where Should We Go?

作者信息

Watt Sarah J, Watkins Jessie R, Abbitt Jason

机构信息

Miami University, Oxford, OH, USA

Miami University, Oxford, OH, USA.

出版信息

J Learn Disabil. 2016 Jul;49(4):437-47. doi: 10.1177/0022219414564220. Epub 2014 Dec 29.

DOI:10.1177/0022219414564220
PMID:25548199
Abstract

This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48). A total of five interventions were identified and analyzed across the studies using effect size data.

摘要

本综述调查了针对学习障碍学生教授代数的有效干预措施，并评估了这些技能与《共同核心州立数学标准》的复杂性和一致性。该综述包括10项实验设计和5项单受试者设计的结果（N = 15），总体效应量中等（g = 0.48）。利用效应量数据，在各项研究中总共确定并分析了五种干预措施。

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