A student with mild intellectual disability and two‐step equations
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 an...
Gespeichert in:
| Veröffentlicht in: | Support for learning 2020-11, Vol.35 (4), p.506-521 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 521 |
|---|---|
| container_issue | 4 |
| container_start_page | 506 |
| container_title | Support for learning |
| container_volume | 35 |
| creator | Hord, Casey DeJarnette, Anna F. McMillan, Leah A. Baldrick, Paige |
| description | 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. |
| doi_str_mv | 10.1111/1467-9604.12330 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2460665477</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1274812</ericid><sourcerecordid>2460665477</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3380-e74c14c40324929d63dc5b5d6de44983e88e04f861b297db03c1180f1f392b613</originalsourceid><addsrcrecordid>eNqFkE1Lw0AQhhdRsFbPnoQFz2lnP7LZHEtt_SDgQXtekt0NbkmTNruh9OZP8Df6S0yN9OpcBmaeeQcehG4JTEhfU8JFEqUC-IRQxuAMjU6TczQCKmRECSeX6Mr7NQCIBOIRephhHzpj64D3LnzgjasMdnWwVWV16PIKG-fzwlUuHHBeGxz2zffnlw92i-2uy4Nran-NLsq88vbmr4_Rarl4nz9F2evj83yWRZoxCZFNuCZcc2CUpzQ1ghkdF7ERxnKeSmaltMBLKUhB08QUwDQhEkpSspQWgrAxuh9yt22z66wPat10bd2_VJQLECLmSdJT04HSbeN9a0u1bd0mbw-KgDqqUkcx6ihG_arqL-6GC9s6faIXL4QmXPbIGIlhv3eVPfwXp95Wy2wI_gExZXQz</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2460665477</pqid></control><display><type>article</type><title>A student with mild intellectual disability and two‐step equations</title><source>EBSCOhost Education Source</source><source>Wiley Online Library All Journals</source><creator>Hord, Casey ; DeJarnette, Anna F. ; McMillan, Leah A. ; Baldrick, Paige</creator><creatorcontrib>Hord, Casey ; DeJarnette, Anna F. ; McMillan, Leah A. ; Baldrick, Paige</creatorcontrib><description>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.</description><identifier>ISSN: 0268-2141</identifier><identifier>EISSN: 1467-9604</identifier><identifier>DOI: 10.1111/1467-9604.12330</identifier><language>eng</language><publisher>Oxford: Wiley</publisher><subject>Critical Thinking ; Equations (Mathematics) ; gestures ; Intellectual disabilities ; Learning Strategies ; Mathematics Skills ; Memory ; Mild Intellectual Disability ; Nonverbal communication ; Problem Solving ; questioning ; Short Term Memory ; Special education ; working memory</subject><ispartof>Support for learning, 2020-11, Vol.35 (4), p.506-521</ispartof><rights>2020 NASEN</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3380-e74c14c40324929d63dc5b5d6de44983e88e04f861b297db03c1180f1f392b613</citedby><cites>FETCH-LOGICAL-c3380-e74c14c40324929d63dc5b5d6de44983e88e04f861b297db03c1180f1f392b613</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2F1467-9604.12330$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2F1467-9604.12330$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27903,27904,45553,45554</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1274812$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hord, Casey</creatorcontrib><creatorcontrib>DeJarnette, Anna F.</creatorcontrib><creatorcontrib>McMillan, Leah A.</creatorcontrib><creatorcontrib>Baldrick, Paige</creatorcontrib><title>A student with mild intellectual disability and two‐step equations</title><title>Support for learning</title><description>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.</description><subject>Critical Thinking</subject><subject>Equations (Mathematics)</subject><subject>gestures</subject><subject>Intellectual disabilities</subject><subject>Learning Strategies</subject><subject>Mathematics Skills</subject><subject>Memory</subject><subject>Mild Intellectual Disability</subject><subject>Nonverbal communication</subject><subject>Problem Solving</subject><subject>questioning</subject><subject>Short Term Memory</subject><subject>Special education</subject><subject>working memory</subject><issn>0268-2141</issn><issn>1467-9604</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><recordid>eNqFkE1Lw0AQhhdRsFbPnoQFz2lnP7LZHEtt_SDgQXtekt0NbkmTNruh9OZP8Df6S0yN9OpcBmaeeQcehG4JTEhfU8JFEqUC-IRQxuAMjU6TczQCKmRECSeX6Mr7NQCIBOIRephhHzpj64D3LnzgjasMdnWwVWV16PIKG-fzwlUuHHBeGxz2zffnlw92i-2uy4Nran-NLsq88vbmr4_Rarl4nz9F2evj83yWRZoxCZFNuCZcc2CUpzQ1ghkdF7ERxnKeSmaltMBLKUhB08QUwDQhEkpSspQWgrAxuh9yt22z66wPat10bd2_VJQLECLmSdJT04HSbeN9a0u1bd0mbw-KgDqqUkcx6ihG_arqL-6GC9s6faIXL4QmXPbIGIlhv3eVPfwXp95Wy2wI_gExZXQz</recordid><startdate>202011</startdate><enddate>202011</enddate><creator>Hord, Casey</creator><creator>DeJarnette, Anna F.</creator><creator>McMillan, Leah A.</creator><creator>Baldrick, Paige</creator><general>Wiley</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>202011</creationdate><title>A student with mild intellectual disability and two‐step equations</title><author>Hord, Casey ; DeJarnette, Anna F. ; McMillan, Leah A. ; Baldrick, Paige</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3380-e74c14c40324929d63dc5b5d6de44983e88e04f861b297db03c1180f1f392b613</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Critical Thinking</topic><topic>Equations (Mathematics)</topic><topic>gestures</topic><topic>Intellectual disabilities</topic><topic>Learning Strategies</topic><topic>Mathematics Skills</topic><topic>Memory</topic><topic>Mild Intellectual Disability</topic><topic>Nonverbal communication</topic><topic>Problem Solving</topic><topic>questioning</topic><topic>Short Term Memory</topic><topic>Special education</topic><topic>working memory</topic><toplevel>online_resources</toplevel><creatorcontrib>Hord, Casey</creatorcontrib><creatorcontrib>DeJarnette, Anna F.</creatorcontrib><creatorcontrib>McMillan, Leah A.</creatorcontrib><creatorcontrib>Baldrick, Paige</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Support for learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hord, Casey</au><au>DeJarnette, Anna F.</au><au>McMillan, Leah A.</au><au>Baldrick, Paige</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1274812</ericid><atitle>A student with mild intellectual disability and two‐step equations</atitle><jtitle>Support for learning</jtitle><date>2020-11</date><risdate>2020</risdate><volume>35</volume><issue>4</issue><spage>506</spage><epage>521</epage><pages>506-521</pages><issn>0268-2141</issn><eissn>1467-9604</eissn><abstract>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.</abstract><cop>Oxford</cop><pub>Wiley</pub><doi>10.1111/1467-9604.12330</doi><tpages>15</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0268-2141 |
| ispartof | Support for learning, 2020-11, Vol.35 (4), p.506-521 |
| issn | 0268-2141 1467-9604 |
| language | eng |
| recordid | cdi_proquest_journals_2460665477 |
| source | EBSCOhost Education Source; Wiley Online Library All Journals |
| subjects | Critical Thinking Equations (Mathematics) gestures Intellectual disabilities Learning Strategies Mathematics Skills Memory Mild Intellectual Disability Nonverbal communication Problem Solving questioning Short Term Memory Special education working memory |
| title | A student with mild intellectual disability and two‐step equations |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-22T15%3A59%3A02IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20student%20with%20mild%20intellectual%20disability%20and%20two%E2%80%90step%20equations&rft.jtitle=Support%20for%20learning&rft.au=Hord,%20Casey&rft.date=2020-11&rft.volume=35&rft.issue=4&rft.spage=506&rft.epage=521&rft.pages=506-521&rft.issn=0268-2141&rft.eissn=1467-9604&rft_id=info:doi/10.1111/1467-9604.12330&rft_dat=%3Cproquest_cross%3E2460665477%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2460665477&rft_id=info:pmid/&rft_ericid=EJ1274812&rfr_iscdi=true |