A Systematic Review of Evidence-Based Instruction for Developing Fraction Concepts of Autistic Students and Those with Intellectual and Developmental Disability-Reference-Cited by-同舟云学术

A Systematic Review of Evidence-Based Instruction for Developing Fraction Concepts of Autistic Students and Those with Intellectual and Developmental Disability

Published:2024-08-16 Issue: Volume: Page:
ISSN:2195-7177
Container-title:Review Journal of Autism and Developmental Disorders
language:en
Short-container-title:Rev J Autism Dev Disord

Author:

Yakubova Gulnoza^ORCID,Nozari Maryam,Lee Yewon

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s40489-024-00473-y.pdf

Reference57 articles.

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2. *Bassette, L., Bouck, E., Shurr, J., Park, J., Cremeans, M. K., Rork, E., Miller, K., & Geiser, S. (2020). A comparison of manipulative use on mathematics efficiency in elementary students with autism spectrum disorder. Journal of Special Education Technology, 35(4), 179–190. https://doi.org/10.1177/0162643419854504

3. Booth, J. L., Newton, K. J., & Twiss-Garrity, L. K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118, 110–118. https://doi.org/10.1016/j.jecp.2013.09.001

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5. *Bouck, E. C., & Long, H. (2021). Online delivery of a manipulative-based intervention package for finding equivalent fractions. Journal of Behavioral Education, 32(2), 313–333. https://doi.org/10.1007/s10864-021-09449-y