View in EDS PDF Full Text

DIFFERENCES IN STUDENTS WITH LEARNING DISABILITIES' (LD) UNITS CONSTRUCTION/COORDINATION AND SUBITIZING.

Saved in:
Bibliographic Details
Title: DIFFERENCES IN STUDENTS WITH LEARNING DISABILITIES' (LD) UNITS CONSTRUCTION/COORDINATION AND SUBITIZING.
Authors: MacDonald, Beth L.1 beth.macdonald@usu.edu, Hunt, Jessica H.2 jhunt5@ncsu.edu, Jordan, Kerry1 kerry.jordan@usu.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2020, p2330-2335. 6p.
Subject Terms: *Students with disabilities, *Learning theories in education, *Special education, *Cognition, *Learning disabilities, Number concept
Abstract: This theoretical discussion provides insight into an intersect of the mathematics education, cognitive psychology, and special education fields. To examine this intersect, the authors focus on how students identified with a learning disability develop actions on material when constructing and coordinating units. This theoretical frame considers results from several case studies in special education and cognitive learning fields, focusing on young students' number development, set in their subitizing activity and units construction/coordination. These results provide context and illustrate critical importance to their actions in light of neural differences and differences in their rate of development for future number and operation construction. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America 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
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 149100646
AccessLevel: 6
PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: DIFFERENCES IN STUDENTS WITH LEARNING DISABILITIES' (LD) UNITS CONSTRUCTION/COORDINATION AND SUBITIZING.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22MacDonald%2C+Beth+L%2E%22">MacDonald, Beth L.</searchLink><relatesTo>1</relatesTo><i> beth.macdonald@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Hunt%2C+Jessica+H%2E%22">Hunt, Jessica H.</searchLink><relatesTo>2</relatesTo><i> jhunt5@ncsu.edu</i><br /><searchLink fieldCode="AR" term="%22Jordan%2C+Kerry%22">Jordan, Kerry</searchLink><relatesTo>1</relatesTo><i> kerry.jordan@usu.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2020, p2330-2335. 6p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+theories+in+education%22">Learning theories in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Number+concept%22">Number concept</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This theoretical discussion provides insight into an intersect of the mathematics education, cognitive psychology, and special education fields. To examine this intersect, the authors focus on how students identified with a learning disability develop actions on material when constructing and coordinating units. This theoretical frame considers results from several case studies in special education and cognitive learning fields, focusing on young students' number development, set in their subitizing activity and units construction/coordination. These results provide context and illustrate critical importance to their actions in light of neural differences and differences in their rate of development for future number and operation construction. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=149100646
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.51272/pmena.42.2020-393
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 2330
    Subjects:
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Learning theories in education
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Number concept
        Type: general
    Titles:
      – TitleFull: DIFFERENCES IN STUDENTS WITH LEARNING DISABILITIES' (LD) UNITS CONSTRUCTION/COORDINATION AND SUBITIZING.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: MacDonald, Beth L.
      – PersonEntity:
          Name:
            NameFull: Hunt, Jessica H.
      – PersonEntity:
          Name:
            NameFull: Jordan, Kerry
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2020
              Type: published
              Y: 2020
          Titles:
            – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America
              Type: main
ResultId 1