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Improving Mathematical Practices for Students With Disabilities 1
Sun, April 19, 12:25 to 1:55pm, Virtual RoomSession Type: Symposium
Abstract
Society needs people who can think and communicate about mathematical properties and ideas and
apply them to new and unique situations. Instructional strategies must focus on improving both what students know about mathematics and how they are able to engage in mathematical reasoning which would improve academic and employment opportunities for students. This session examines best ways to teach mathematical concepts and reasoning to students with autism and learning disabilities. The five papers included in this session focus on students beyond the elementary years.
Sub Unit
Chair
Papers
Improving Mathematical Practices for Middle School Students With Autism Spectrum Disorder - Sarah K Cox, Eastern Michigan University; Jenny Root, Florida State University
Proportional Reasoning and Misconceptions Among Students With Mathematical Learning Disabilities: The Role of Schema-Based Instruction - Soo-hyun Im, Hanyang University; Asha K. Jitendra, University of California - Riverside
A Comparison of Technological Bootstrapping Practices of Postsecondary and Middle-Years Students With Mathematical Learning Disabilities - Alayne Cheryl Armstrong, University of Regina; Mirela Gutica, British Columbia Institute of Technology
Examining Responsive Teacher Talk Moves in Special Education Classrooms - Trisha Sugita, Chapman University; Shayne Brophy, Chapman University
Tier 1 Proportional Reasoning Instruction for Students With and Without Mathematics Disabilities - Asha K. Jitendra, University of California - Riverside; Soo-hyun Im, Hanyang University