Three Student Engagement Strategies to Help Elementary Teachers Work Smarter, Not Harder, in Mathematics
Many students with and/or at risk for emotional and behavioral disorders have academic deficits that affect their performance in mathematics. In addition, these students' behavioral issues may interfere with their academic achievement. For these students, it makes sense for teachers to consider...
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| Veröffentlicht in: | Beyond behavior 2018-04, Vol.27 (1), p.5-14 |
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| container_title | Beyond behavior |
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| creator | Hirsch, Shanna E. Ennis, Robin Parks Driver, Melissa K. |
| description | Many students with and/or at risk for emotional and behavioral disorders have academic deficits that affect their performance in mathematics. In addition, these students' behavioral issues may interfere with their academic achievement. For these students, it makes sense for teachers to consider implementing research- and/or evidence-based practices that simultaneously promote mathematics fluency and increased academic engagement. The purpose of this article is to provide teachers with three instructional practices that we believe can easily be integrated into mathematics instruction. The practices are opportunities to respond, token economy, and self-monitoring. |
| doi_str_mv | 10.1177/1074295617753113 |
| format | Article |
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| ispartof | Beyond behavior, 2018-04, Vol.27 (1), p.5-14 |
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| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; SAGE Complete A-Z List |
| subjects | Academic Achievement Behavior Disorders Common Core State Standards Educational Strategies Elementary School Mathematics Elementary School Teachers Emotional Disturbances Evidence Based Practice Learner Engagement Learning Disabilities Mathematics Instruction Mathematics Skills Mathematics Teachers Problem Solving Token Economy |
| title | Three Student Engagement Strategies to Help Elementary Teachers Work Smarter, Not Harder, in Mathematics |
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