دانلود مقاله ISI انگلیسی شماره 73667
عنوان فارسی مقاله

مفاهیم برابری از طریق نسبت: دانش آموزان با و بدون ناتوانی های یادگیری

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
73667 2015 12 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Notions of equivalence through ratios: Students with and without learning disabilities
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : The Journal of Mathematical Behavior, Volume 37, March 2015, Pages 94–105

کلمات کلیدی
مفاهیم اعداد گویا؛ تفاوت های یادگیری؛ ناتوانی های یادگیری؛ برابری؛ مداخله
پیش نمایش مقاله
پیش نمایش مقاله مفاهیم برابری از طریق نسبت: دانش آموزان با و بدون ناتوانی های یادگیری

چکیده انگلیسی

Students with learning disabilities (LD) specific to mathematics historically underperform in foundational content such as rational number equivalence. This study examined the strategy usage and multiplicative thinking of three third grade children (i.e., Bill, a child identified as having a learning disability specific to mathematics, Carl, a child labeled as low achieving in mathematics, and Albert, a child labeled as typically achieving) before, during, and after participating in tutoring sessions consisting of student-centered pedagogy and equivalence tasks presented through an underutilized interpretation of rational number: namely, the ratio interpretation. Constant comparison analysis of the children's work during the tutoring sessions as well as responses to tasks during two clinical interviews seemed to indicate that all three children increased their use of viable strategies, with notable differences in the sophistication of the strategies as well as the level of multiplicative thinking utilized before and after the ratio-based tutoring sessions. Yet, Bill's continued use of rudimentary strategies reflects a need for continued research to investigate why the use of such strategies persists and how supporting the development of more sophisticated strategies (especially among children with LD) can be achieved.

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