Supporting Struggling Learners with Quadratic Functions
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| Title: | Supporting Struggling Learners with Quadratic Functions |
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| Language: | English |
| Authors: | Casey Hord, Matthew Christman, Tiffany Berman |
| Source: | Insights into Learning Disabilities. 2025 22(2):129-139. |
| Availability: | Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Students with Disabilities, Learning Disabilities, At Risk Students, Mathematics Education, Mathematics Anxiety, Mathematical Concepts, Algebra, Teaching Methods, Concept Formation, Special Education, Short Term Memory, Cognitive Processes, Difficulty Level |
| ISSN: | 1949-1212 |
| Abstract: | As they progress to more abstract and complex levels of mathematics, students with learning disabilities (and other students who are struggling with mathematics) can face challenges related to memory and cognition, as well as potential difficulties with math anxiety. For example, quadratic functions can present several challenges for many students, due to the potential for cognitive overload and math anxiety, as students are expected to complete algebra problems with the many steps, complex layers, and abstract relationships inherent in working with quadratic functions. We present some challenging situations and potential teaching strategies for quadratic function problems from the perspective of a special education teacher with many years of success in schools. [Note: The page range (127-137) shown in the header on the PDF is incorrect. The correct page range is 129-139.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490178 |
| Database: | ERIC |
| Abstract: | As they progress to more abstract and complex levels of mathematics, students with learning disabilities (and other students who are struggling with mathematics) can face challenges related to memory and cognition, as well as potential difficulties with math anxiety. For example, quadratic functions can present several challenges for many students, due to the potential for cognitive overload and math anxiety, as students are expected to complete algebra problems with the many steps, complex layers, and abstract relationships inherent in working with quadratic functions. We present some challenging situations and potential teaching strategies for quadratic function problems from the perspective of a special education teacher with many years of success in schools. [Note: The page range (127-137) shown in the header on the PDF is incorrect. The correct page range is 129-139.] |
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| ISSN: | 1949-1212 |
