Combining Visual Representations and a Powerful Retention Strategy With Peer-Mediated Strategies to Improve Mathematical Outcomes for Students With EBD-Reference-Cited by-同舟云学术

Combining Visual Representations and a Powerful Retention Strategy With Peer-Mediated Strategies to Improve Mathematical Outcomes for Students With EBD

Published:2022-01-29 Issue:1 Volume:31 Page:42-52
ISSN:1074-2956
Container-title:Beyond Behavior
language:en
Short-container-title:Beyond Behavior

Author:

Riccomini Paul J.¹,Witzel Bradley S.²,Deshpande Divya S.¹

Affiliation:

1. The Pennsylvania State University, University Park, USA

2. Western Carolina University, Cullowhee, NC, USA

Abstract

Students with emotional and behavioral disorders struggle with learning and retaining many aspects of mathematics. Tasks requiring conceptual understanding and reasoning are especially challenging. Given these difficulties, it is essential that teachers use techniques designed to support mathematical learning. We explain how to infuse peer-mediated strategies with two promising instructional techniques to scaffold learning and remembering of mathematical concepts and skills. Examples are illustrated within the context of an inclusive middle school mathematics course.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/10742956211072555

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