teaching multiplication facts to students with learning difficulties
DESCRIPTION
Teaching Multiplication Facts to Students with Learning Difficulties. A Graduate Research Project. By Theresa L. Lemus Santos. The Problem. The overarching problem is that students with disabilities have difficulty learning multiplication facts. Why??. Existing Research…. - PowerPoint PPT PresentationTRANSCRIPT
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A Graduate Research Project
A Graduate Research Project
By Theresa L. Lemus Santos
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The overarching problem is that students with disabilities have difficulty learning multiplication facts.
Why??
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Existing Research…Existing Research…
Smith and Smith, 2006 - retention and comprehension
Masoura, 2006 - working memory Burns, 2005 - Processing Stading and Williams, 1996 - use counting
Smith and Smith, 2006 - retention and comprehension
Masoura, 2006 - working memory Burns, 2005 - Processing Stading and Williams, 1996 - use counting
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How do students with disabilities learn best?How do students with
disabilities learn best?
Williams and Collins, 1994
3 modalities3 stages
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Using the Research of…Using the Research of… Williams and Collins, 1994 Brookhart, Andolina, Zuza, and Furman, 2004 - Self assessment
To design a program to teach multiplication facts…
Williams and Collins, 1994 Brookhart, Andolina, Zuza, and Furman, 2004 - Self assessment
To design a program to teach multiplication facts…
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In this stage, multiplication facts revolve
around a physical model of a key.FOR EXAMPLE: 3 x 6 would be…
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18
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Varies from the concrete stage
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Presents the facts in their traditional form.
Presents the facts in their traditional form.
3 x 6 = 18
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The GroupsThe Groups
Students with Disabilities Experimental and Control
Group Consist of 7 students each
General Education StudentsExperimental and Control
Group Consist of 20 and 21 students
respectively
Students with Disabilities Experimental and Control
Group Consist of 7 students each
General Education StudentsExperimental and Control
Group Consist of 20 and 21 students
respectively
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The InstructionThe Instruction
Two 30-minute sessions per week Experimental Group: The program Control Group: Traditional flash cards
The Hypothesis
Pre-test/Post-test Fact quizzes and student self-assessment
Two 30-minute sessions per week Experimental Group: The program Control Group: Traditional flash cards
The Hypothesis
Pre-test/Post-test Fact quizzes and student self-assessment
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M SD t p
Experimentalgroup 47.86 1.88 1.73 0.05
Controlgroup 41.29 3.30
Table 1. Results of t-Test for Independent Means: Students with Disabilities
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M SD t p
Experimentalgroup 49.85 .10 3.29 0.0011
Controlgroup 43.57 1.60
Table 1. Results of t-Test for Independent Means: General Education Students
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The ResultsThe Results
Pre-test scores low Means of the Posttests T-test results
Pre-test scores low Means of the Posttests T-test results
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Use of multi-sensory approach Concrete to Symbolic Student Self-assessment
Use of multi-sensory approach Concrete to Symbolic Student Self-assessment
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Brookhart, S. M., Andolina, M., Zuza, M., & Furman, R. (2004). Minute math: An action research study of student self-assessment. Educational Studies in Mathematics, 57, 213-227. Burns, M. (2005). Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in mathematics computation. Education and Treatment of Children, 28, 237-249. Campbell, J. I. D. (1997). On the relation between skilled performance of simple division and multiplication. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1140-1159.Gelzheiser, L. M., Solar, R. A., Shepherd, M. J., & Wozniak, R. H. (1983). Teaching learning disabled children to
memorize: A rationale for plans and practice. Journal of Learning Disabilities, 16 421-425. Greene, G. (1999). Mnemonic multiplication fact instruction for students with learning disabilities. Learning Disabilities Research & Practice, 14(3), 141-148. Kaufmann, L., Lochy, A., Drexler, A., & Semenza, C. (2004). Deficient arithmetic fact retrieval-storage or access problem? A case study. Neuropsychologia, 42, 482-496. Kroesbergen, E. H., & Van Luit, J. E. H. (2002). Teaching multiplication to low math performers: Guided versus structured instruction. Instructional Science, 30, 361-378.Lee, D. L., Stansbery, S., Kubina, R., Jr., & Wannarka, R. (2005). Explicit instruction with or without high-p sequences: Which is more effective to teach multiplication facts? Journal of Behavioral Education, 14(4), 267-281. Masoura, E. V. (2006). Establishing the link between working memory function and learning disabilities. Learning Disabilities: A Contemporary Journal, 4(2), 29-42. Mauro, D. G., LeFevre, J., & Morris, J. (2003). Effects of problem format on division and multiplication performance: Division facts are mediated via multiplication-based representations. Journal of Experimental Psychology: Learning,
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Robinson, K. M., Arbuthnott, K. D., & Gibbons, K. A. (2002). Adults’ representation of division facts: A consequence of learning history? Canadian Journal of Experimental Psychology, 56, 302-309.Smith, S. Z., & Smith M. E. (2006). Assessing elementary understanding of multiplication concepts. School Science & Mathematics, 106(3), 140-149.Stading, M., & Williams, R. L. (1996). Effects of a copy, cover, and compare procedure on multiplication facts mastery with a third grade girl with learning disabilities in a home setting. Education and Treatment of Children, 19(4), 425-434. Steel, S., & Funnell, E. (2001). Learning multiplication facts: A study of children taught by discovery methods in England. Journal of Experimental Child Psychology, 79(1), 37-55. Williams, D. M., & Collins, B.C. (1994). Teaching multiplication facts to students with learning disabilities: Teacher-selected versus student-selected material prompts within the delay procedure. Journal of Learning Disabilities, 27, 589-597.Wood, D. K., & Frank, A. R. (2000). Using memory-enhancing strategies to learn multiplication facts. Teaching Exceptional Children, 32(5), 78-82.Wood, D. K., Frank, A. R., & Wacker D. P. (1998). Teaching multiplication facts to students with learning disabilities. Journal of Applied Behavior Analysis, 31, 323-338.