"It Just Hasn't Clicked Yet!" Effects of JUMP Math and Math Links on Supporting Canadian Youth With Learning Disabilities

• In Event: Sheraton Roundtable Session Five
  In Roundtable Session: Fostering Mathematical Teaching and Learning for Students With Disabilities (Table 11)

Abstract

The aim of this project was to compare the effectiveness of two pedagogical strategies, structured inquiry and discovery-based learning, currently being used in Alberta, Canada. Across two classes (n = 11 each) of grade eight students with learning disabilities (LDs), we gave students multiple assessments (pre and post) during two instructional units (Fractions [FR] and Pythagorum Theorem [PT]). Our primary research question was: Compared to baseline (collapsing across both classes), did students show more significant gains (calculated as an average percentage) in the JUMP Math condition (structured inquiry) or the Math Links (discovery-based learning) condition? We are the first to assess the effectiveness of JUMP Math, specifically for students with LDs, independently from its creators.

Authors

• Raeann Del Colle, University of Alberta
  Non-Presenting Author

• Alina Engstrom
  Non-Presenting Author

• Léonie Hoveling-Hofmann, University of Alberta
  Presenting Author

• Maeve Kinsman, University of Alberta
  Presenting Author

• Stephanie Bugden, University of Pennsylvania
  Non-Presenting Author

• Heather M. Brown, University of Alberta
  Presenting Author