| AUTHOR(S) |
SOURCE |
PROGRAM OR PRACTICE |
STUDENT LEVEL |
DEMOGRAPHICS SAMPLE SIZE |
TYPE OF TECHNOLOGY USED |
RESULTS |
| Allsopp, D. H. |
Teaching Exceptional Children.1999 |
Using modeling, manipulatives, and mnemonics with eighth-grade
math students. |
8th Grade |
Unknown |
None |
Using some of these ideas may help students to better respond
to learning tasks. |
| Kitz. W. &Thorpe, H. |
Remedial and Special Education. 1995 |
Mastering Equations, Roots and Exponents |
College level students |
26 students classified as LD in mathematics. |
Videodisc mathematics program, Mastering Equations, Roots
and Exponents, made by System Impact, Inc., 1989. |
Treatment group scored higher on both posttests and scored
higher in their first college algebra course. |
| Maccini, P., & Hughes, C. A |
Learning Disabilities Research & Practice. 2000 |
Teaching students with learning problems in math to acquire,
understand, and apply basic math facts using the STAR Strategy. |
Secondary |
Six students with LD. |
None |
All participants improved their percentage of strategy-use
from baseline to instructional phases for all integer operations. |
| Marsh, L. G., & Cooke, L. C. |
Learning Disabilities Research and Practice.1996 |
The effects of using manipulatives in teaching math problem
solving to students with learning disabilities. |
Elementary. |
Three students labeled with LD. |
None |
All students improved during the intervention phase as opposed
to their scores during the baseline phase. |
| Mercer, C. & Miller, S. |
Remedial and Special Education. 1992 |
Teaching students with learning problems in math to acquire,
understand, and apply basic math facts using the Strategic Math Series (SMS). |
Elementary |
109 students with learning problems, including LD, ED, SED,
and at risk. |
None |
In field test samples, student made substantial gains and
achievement with all teachers in all setting. CRA is effective for teaching
place value and basic facts. |
| Miller, S., & Mercer, C. D. |
Intervention in School & Clinic.1997 |
Teaching math computation and problem solving: A program that
works. |
Elementary: ESE and At-Risk |
Settings: general education, resource room, self-contained,
and residential classrooms. Seven different school districts. Field-test
participants: students with learning disabilities, mental retardation, emotional
disabilities, language disabilities, and students at- risk for special education.
|
None. |
The field-test results clearly indicate the program's effectiveness
with a variety of students in various school settings. Results obtained
from experimental research further support the instructional sequence and
procedures used in the Strategic Math Series. In each of these studies,
student achievement was high and program effectiveness was demonstrated.
Teachers and students involved in the field tests and research studies reported
high levels of satisfaction with the program. |
| Montague, M., Warger, C., & Morgan, T. H |
Learning Disabilities Research & Practice. 2000 |
Solve it! Strategy instruction to improve mathematical problem
solving. |
Secondary. For use with students in inclusive, general, and
special education classrooms. |
A total of 84 students with learning disabilities. 6 senior
high school students with LD, 6 students with LD in grades 6-8, 72 students
with LD in grades 7 and 8. |
None. |
Generally, across studies, students maintained strategy use
and problem-solving performance for several weeks following instruction,
after which performance declined. Following a booster session consisting
of a day review and another for practice, students demonstrated significant
improvement. |
| Rivera, D. M., & Bryant, B. R. |
Intervention and School Clinic.1992 |
Mathematics instruction for students with special needs using
a combination of strategies from a variety of research sources note effective
and useful instructional techniques. |
Elementary. |
Students with learning and behavior problems that have difficulty
mastering and generalizing mathematical skills and concepts. |
None. |
The article emphasizes the need for teachers to build and
have a wealth of strategies and techniques for teaching math. Curriculum
and instructional practice must meet the needs of each particular student. |
| Snyder, M., & Bambara, L. |
Journal of Learning Disabilities.1997 |
Teaching Secondary students with learning disabilities to
self-manage classroom survival skills. |
Secondary students with learning disabilities. |
Three secondary students classified as LD, all 14 years old,
attending part-time learning support classes in a small, suburban school.
White, middle class students. |
None. |
In general, the data indicate that the self-management training
package was highly effective in both settings. |
| Thomas, P.G. &Rickhuss, M. G. |
Education & Computing. 1992 |
MuMath |
High school (15 year-olds). |
17 students, two groups of even sex and ability distribution. |
CA system MuMath. |
Students using MuMath generally did better than control group
(using paper and pencil). All students using the computer did better in
learning factorization. No evidence was found that students fared worse
having used the computer. |
