NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1334807
Record Type: Journal
Publication Date: 2022-Apr
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1074-2956
EISSN: N/A
Combining Visual Representations and a Powerful Retention Strategy with Peer-Mediated Strategies to Improve Mathematical Outcomes for Students with EBD
Riccomini, Paul J.; Witzel, Bradley S.; Deshpande, Divya S.
Beyond Behavior, v31 n1 p42-52 Apr 2022
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A