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A student with mild intellectual disability and two‐step equations
Support for Learning Pub Date : 2020-10-04 , DOI: 10.1111/1467-9604.12330
Casey Hord , Anna F. DeJarnette , Leah A. McMillan , Paige Baldrick

The authors of this study conducted an exploratory study of the teaching and learning processes of a tutor and a student with a mild intellectual disability (MID) while working on two‐step equations. The researchers focused on situations in which the participant was likely to struggle with memory and processing as well as the challenges of the mathematics tasks with which he was presented. The student benefitted from his own use of strategically organised work on pencil and paper as well as the teacher's use of gestures and strategically asked questions designed to promote his progress, yet not interfere with his critical thinking. While the student did experience some challenges, this study demonstrated a case in which a student with a MID solved and discussed two‐step equations successfully.

中文翻译:

轻度智力障碍和两步方程式的学生

本研究的作者在研究两步方程时,对家教和轻度智力障碍(MID)的学生的教学过程进行了探索性研究。研究人员关注参与者可能在记忆和处理以及他所面临的数学任务的挑战中遇到困难的情况。学生受益于他自己在铅笔和纸上使用的策略性组织工作,以及老师使用的手势和策略性问题(旨在促进其进步,但又不干扰他的批判性思维)。虽然学生确实遇到了一些挑战,但本研究证明了一个案例,其中具有MID的学生成功解决并讨论了两步方程。
更新日期:2020-10-04
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