A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
This qualitative study investigated 17 preservice teachers’ lesson design for teaching multiplication to an average performing student and a student with mathematical learning disabilities (MLD). Findings reveal how preservice teachers differentiate mathematics instruction to meet the needs of students. They modified mathematical strategies by providing diverse multiplicative concepts and fitting the form of representations. They accommodated lesson design by setting their expectations based on individual needs, managing instructional structure and progress, and adjusting the cognitive demand of tasks. Some formative assessment skills demonstrated how they understood students’ mathematical thinking and responded to it. The needs for further attention and support in lesson differentiation, including content-oriented alternation for equitable responsive teaching and moving away from short-term solutions to sustainable support, were discussed.
Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
This qualitative study investigated 17 preservice teachers’ lesson design for teaching multiplication to an average performing student and a student with mathematical learning disabilities (MLD). Findings reveal how preservice teachers differentiate mathematics instruction to meet the needs of students. They modified mathematical strategies by providing diverse multiplicative concepts and fitting the form of representations. They accommodated lesson design by setting their expectations based on individual needs, managing instructional structure and progress, and adjusting the cognitive demand of tasks. Some formative assessment skills demonstrated how they understood students’ mathematical thinking and responded to it. The needs for further attention and support in lesson differentiation, including content-oriented alternation for equitable responsive teaching and moving away from short-term solutions to sustainable support, were discussed.
Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
Hea-Jin Lee (author) / Chaereen Han (author) / Hee-jeong Kim (author) / Leah Herner-Patnode (author)
2021
Article (Journal)
Electronic Resource
Unknown
teaching for all students , equitable responsive teaching , mathematical learning disabilities (MLD) , multiplication concept , preservice teacher education , lesson design , Environmental effects of industries and plants , TD194-195 , Renewable energy sources , TJ807-830 , Environmental sciences , GE1-350
Metadata by DOAJ is licensed under CC BY-SA 1.0
The Self-Efficacy of Preservice Physical Education Teachers in Disabilities Education in China
| DOAJ | 2020