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- W2479380670 abstract "In this chapter, intervention research on mathematics learning of students with learning disabilities is reviewed. Much of the early research has focused on learning of computational skills, basic facts and procedures, employing behavioral approaches including reinforcement and drill-and-practice. Other investigations examined the effectiveness of metacognitive strategy training in improving attention to task and basic problem solving. More recent intervention research focuses on higher-level mathematics functioning using metacognitive strategies involving problem solving, motivational, self-regulation, and affective factors in improving mathematics achievement. Some but not all of these studies meet the evidence-based criteria. Finally, some recent efforts have begun to examine the role of early mathematics instruction within a Response to Intervention framework. Implications of this research with respect to National Council for Teachers of Mathematics standards are provided." @default.
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- W2479380670 date "2012-01-01" @default.
- W2479380670 modified "2023-09-24" @default.
- W2479380670 title "Instructional Interventions for Students with Mathematics Learning Disabilities" @default.
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- W2479380670 doi "https://doi.org/10.1016/b978-0-12-388409-1.00008-4" @default.
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