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Direct linkBundock, Kaitlin; Hawken, Leanne S.; Kiuhara, Sharlene A.; O'Keeffe, Breda V.; O'Neill, Robert E.; Cummings, Margarita B. – Learning Disability Quarterly, 2021
Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students' conceptual understanding of…
Descriptors: High School Students, Students with Disabilities, Problem Solving, Mathematics Instruction
Hadjidemetriou, Constantia; Williams, Julian – Mathematical Thinking and Learning: An International Journal, 2010
Linear models are frequently inappropriately applied to various situations. When misapplied, linearity is traditionally referred to as a tendency, a misconception, or an error. Cognitive linguistic, situated cognition, and sociocultural or cultural-historical activity theory, on the other hand, suggest that linear models are adopted by learners…
Descriptors: Educational Theories, Graphs, Secondary School Mathematics, Learning Theories
Download full textWhat Works Clearinghouse, 2007
"University of Chicago School Mathematics Project (UCSMP) Algebra," designed to increase students' skills in algebra, is appropriate for students in grades 7-10, depending on the students' incoming knowledge. This one-year course highlights applications, uses statistics and geometry to develop the algebra of linear equations and…
Descriptors: Grade 7, Algebra, Mathematics Instruction, Mathematics Skills
