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- Title
ALGEBRA PROGRESS MONITORING AND INTERVENTIONS FOR STUDENTS WITH LEARNING DISABILITIES.
- Authors
Foegen, Anne
- Abstract
Competence in algebra is linked to access to higher education, employment in better-paying jobs, and, increasingly, the ability to earn a high school diploma. For many students with learning disabilities, developing proficiency in algebra represents a challenging, but necessary goal. Teachers of students with learning disabilities need access to assessment tools and instructional strategies that support algebra learning. This article reports research on a group of measures designed to monitor student progress in algebra and highlights findings specific to students with disabilities. In addition, evidence-based instructional strategies for algebra are summarized. Implications for practitioners and future research are discussed for both progress monitoring assessment tools and algebra instructional practices.
- Subjects
EDUCATION of children with learning disabilities; CHILDREN with intellectual disabilities; ALGEBRA education; NONGRADED student evaluation; TEACHERS of children with disabilities; MATHEMATICS education; EDUCATION
- Publication
Learning Disability Quarterly, 2008, Vol 31, Issue 2, p65
- ISSN
0731-9487
- Publication type
Article
- DOI
10.2307/20528818