Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners With Extensive Support Needs.
The purpose of this study was to evaluate the effect of a mathematics intervention that utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills for three middle school students with extensive support needs (ESN). Participants were taught to solve percent of...
| Publicado en: | Remedial & Special Education Vol. 41; no. 4; pp. 194 - 207 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jul/Aug2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=144541538&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 144541538 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07419325 RSE jtl: Remedial & Special Education issn: 07419325 maglogo: Y pubinfo: dt: Jul/Aug2020 vid: 41 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 144541538 144541538 144541538 10.1177/0741932519887235 144541538 ppf: 194 ppct: 13 formats: tig: atl: Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners With Extensive Support Needs. aug: au: Root, Jenny R. Cox, Sarah K. Saunders, Alicia Gilley, Deidre affil: Florida State University, Tallahassee, USA sug: subj: Universal Design Learning Methods Mathematics Education Students with Disabilities Education Students, Middle School Outcomes of Education Human Problem Solving Task Performance and Analysis Female Child Adolescence Descriptive Statistics Curriculum Child: 6-12 years Adolescent: 13-18 years Female ab: The purpose of this study was to evaluate the effect of a mathematics intervention that utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills for three middle school students with extensive support needs (ESN). Participants were taught to solve percent of change word problems related to personal finance (calculating the final price after leaving a tip or purchasing a discounted item). Visual analysis of the multiple probe across participants design indicated a functional relation between the mathematics intervention and an increase in mathematical problem solving skills. Results are discussed in terms of acquisition and generalization of mathematical problem solving skills. Implications for application of the UDL framework to mathematics instruction for learners with ESN are discussed. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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