Teaching an Algebraic Equation to High School Students with Moderate Developmental Disabilities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Bree Ann Jimenez, Assistant Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The purpose of this study was to determine the effect of systematic instruction with a concrete representation on the acquisition of an algebra skills for students with moderate developmental disabilities. Three high school students with moderate developmental disabilities participated in this study. A multiple probe across participants research design was used to evaluate the effectiveness of the treatment. Finally, this study was the first to teach an algebra skill to students with moderate developmental disabilities. Students were successful at learning how to solve an algebraic equation through the use of systematic instruction with a concrete representation, including mastery with generalization across materials and settings.

Additional Information

Publication
Education and Training in Developmental Disabilities, 43(2), 266-274
Language: English
Date: 2008

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