Strategy-Based Math Instruction for Secondary Students with Learning Difficulties: A Replication Study
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| Title: | Strategy-Based Math Instruction for Secondary Students with Learning Difficulties: A Replication Study |
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| Language: | English |
| Authors: | Matthias Grünke, Jennifer Karnes, Anne Barwasser, Mack Burke |
| Source: | Journal of Education and Learning. 2024 13(2):19-28. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools Secondary Education |
| Descriptors: | Grade 6, Fractions, Addition, Mathematics Skills, At Risk Students, Mathematical Concepts, Intervention, Program Effectiveness, Learning Disabilities, Students with Disabilities, Secondary School Students, Foreign Countries, Skill Development |
| Geographic Terms: | Germany |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | This paper presents a replication study investigating the effectiveness of a strategy to assist students with learning difficulties in adding fractions. Drawing on the research conducted by Grünke et al. (2023), this single-case analysis extends the application of the "Look, Ask, Pick" (LAP) mnemonic technique initially introduced by Test and Ellis (2005) to struggling sixth-grade students. Employing a multiple-baseline design, we implemented the LAP strategy with four participants in a time lagged fashion. Significant improvements were observed in their fraction performance, demonstrating the intervention's potential to enhance understanding and proficiency. The students highly appreciated the strategy, deeming it of great importance. In conclusion, we address the limitations of our study, propose directions for future research, and delve into the implications for teachers. This research contributes to the understanding of fraction interventions and offers valuable insights into facilitating the mathematical progress of students facing challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1421367 |
| Database: | ERIC |
| Abstract: | This paper presents a replication study investigating the effectiveness of a strategy to assist students with learning difficulties in adding fractions. Drawing on the research conducted by Grünke et al. (2023), this single-case analysis extends the application of the "Look, Ask, Pick" (LAP) mnemonic technique initially introduced by Test and Ellis (2005) to struggling sixth-grade students. Employing a multiple-baseline design, we implemented the LAP strategy with four participants in a time lagged fashion. Significant improvements were observed in their fraction performance, demonstrating the intervention's potential to enhance understanding and proficiency. The students highly appreciated the strategy, deeming it of great importance. In conclusion, we address the limitations of our study, propose directions for future research, and delve into the implications for teachers. This research contributes to the understanding of fraction interventions and offers valuable insights into facilitating the mathematical progress of students facing challenges. |
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| ISSN: | 1927-5250 1927-5269 |
