A General Educator’s Instructional Differentiations for Students with Mathematics Disabilities in Standards-Based Mathematics Classroom in the U.S.

• 영문명: A General Educator’s Instructional Differentiations for Students with Mathematics Disabilities in Standards-Based Mathematics Classroom in the U.S.
• 발행기관: 한국학습장애학회
• 저자명: Sun A Kim
• 간행물 정보: 『학습장애연구』제11권 제1호, 205~241쪽, 전체 37쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.04.30

영문 초록

This study employed an embedded, single-case study methodology to examine how a general education teacher differentiates mathematics instruction for her students with mathematics disabilities in standardsbased mathematics classroom. The findings of this study indicated that the general education teacher endeavored to differentiate mathematics instruction for her students with mathematics disabilities using diverse components of effective mathematics instruction, but her differentiation was limited in terms of the number of students targeted for differentiated instruction. Findings and their implications for research are discussed.

목차

Ⅰ. Introduction

Ⅱ. Method

Ⅲ. Results

Ⅳ. Discussion

References

키워드

instructional differentiation math disabilities standards based mathematics instruction 수준별 수업 수학 학습 장애 표준 기반 수학 교수법