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Contextualizing Mathematics: Teaching Problem Solving to Secondary Students With Intellectual and Developmental Disabilities.

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Title: Contextualizing Mathematics: Teaching Problem Solving to Secondary Students With Intellectual and Developmental Disabilities.
Authors: Root, Jenny R.1 jrroot@fsu.edu, Cox, Sarah K.1, Hammons, Nannette1, Saunders, Alicia F.2, Gilley, Deidre1
Source: Intellectual & Developmental Disabilities. Dec2018, Vol. 56 Issue 6, p442-457. 16p.
Subject Terms: *Mathematics education, *Education of people with intellectual disabilities, *Individualized instruction, *Developmental disabilities, *Learning disabilities, *Intellectual disabilities
Abstract: The purpose of this study was to evaluate the effect of a multicomponent mathematics intervention (modified schema-based instruction, video anchors, and goal setting with self-graphing) on mathematical problem-solving skills of secondary students with intellectual and developmental disabilities. Three participants were taught to solve percent of change word problems, which involved calculating the discounted price of an item or activity after using a coupon and then determining whether they had enough money to make the purchase. Results of the multiple probe across participant design indicate a functional relation between the intervention and problem solving, and all participants were able to generalize skills from word problems to real-world stimuli (i.e., coupons, receipts, menus). Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Intellectual & Developmental Disabilities is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Contextualizing Mathematics: Teaching Problem Solving to Secondary Students With Intellectual and Developmental Disabilities.
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  Data: <searchLink fieldCode="AR" term="%22Root%2C+Jenny+R%2E%22">Root, Jenny R.</searchLink><relatesTo>1</relatesTo><i> jrroot@fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Cox%2C+Sarah+K%2E%22">Cox, Sarah K.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hammons%2C+Nannette%22">Hammons, Nannette</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Saunders%2C+Alicia+F%2E%22">Saunders, Alicia F.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Gilley%2C+Deidre%22">Gilley, Deidre</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Intellectual+%26+Developmental+Disabilities%22">Intellectual & Developmental Disabilities</searchLink>. Dec2018, Vol. 56 Issue 6, p442-457. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+people+with+intellectual+disabilities%22">Education of people with intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink>
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  Data: The purpose of this study was to evaluate the effect of a multicomponent mathematics intervention (modified schema-based instruction, video anchors, and goal setting with self-graphing) on mathematical problem-solving skills of secondary students with intellectual and developmental disabilities. Three participants were taught to solve percent of change word problems, which involved calculating the discounted price of an item or activity after using a coupon and then determining whether they had enough money to make the purchase. Results of the multiple probe across participant design indicate a functional relation between the intervention and problem solving, and all participants were able to generalize skills from word problems to real-world stimuli (i.e., coupons, receipts, menus). Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Intellectual & Developmental Disabilities is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1352/1934-9556-56.6.442
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      – Code: eng
        Text: English
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              Text: Dec2018
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