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Paulo Tan Indiana University

Developing Mathematical Understanding in Students with Emotional and Behavioral Disorders: A Review of the Literature. Paulo Tan Indiana University. RATIONALE. Students with EBD often experience poor academic outcomes across all content areas

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Paulo Tan Indiana University

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  1. Developing Mathematical Understanding in Students with Emotional and Behavioral Disorders: A Review of the Literature Paulo Tan Indiana University

  2. RATIONALE • Students with EBD often experience poor academic outcomes across all content areas • Literature on interventions in mathematics for this group is limited • One review (Hodge et al., 2006) and one meta-analysis (Templeton et al., 2008) • Incorporates recent studies and utilized a teaching-mathematics-for-understanding lens

  3. TEACHING FOR UNDERSTANDING • National Council of Teachers of Mathematics Principle and standards for school mathematics (NCTM, 2000) • Develop student’s thinking and reasoning through the use of rich mathematical tasks and pedagogical procedures which is informed by meaningful and comprehensive assessments

  4. TEACHING FOR UNDERSTANDING Example: Candy bar problem

  5. TEACHING FOR UNDERSTANDING

  6. TEACHING FOR UNDERSTANDING

  7. TEACHING FOR UNDERSTANDING

  8. Procedural Math • Write an equivalence fraction for each 1) 3/5 2) 1/3 3) 1/5 . . . .

  9. PURPOSE • Utilize a teaching-mathematics-for-understanding lens to examine • Assessment procedures • Intervention approaches • Outcomes

  10. METHODS • Iterative process involving electronic and hand-searches • ERIC and PsychoINFO • Keywords: mathematics and emotional and behavior • 21 articles reviewed

  11. FINDINGS • Assessment procedures • Very basic to comprehensive, with most studies applying basic assessments • Tasks • Procedural and rote knowledge, • Several targeted conceptual understanding

  12. FINDINGS (Cont.) • Intervention procedures • Self-management, memory and recall-based, peer-tutoring, computer-assisted, strategic student engagement, and conceptual-based • Outcomes • Positive gains

  13. IMPLICATIONS • Practice • Assessment procedures • Foundational concepts for understanding • Research • Extend on the work of Jitendra and colleagues (2010) • Match with EBD

  14. LIMITATIONS • Unique to EBD or subgroups of EBD? • Comprehensive not exhaustive • Lack of time and resources

  15. REFERENCES • Hodge, J., Riccomini, P. J., Buford, R., & Herbst, M. H. (2006). A review of instructional interventions in mathematics for students with emotional and behavioral disorders. Behavioral Disorders, 31(3), 297-311. • Jitendra, A. K., George, M. P., Sood, S., & Price, K. (2010). Schema-based instruction: Facilitating mathematical word problem solving for students with emotional and behavioral disorders. Preventing School Failure, 54(3), 145-151. • National Council for Teachers of Mathematics (2000). Principle and standards for school mathematics. Reston, VA. • Templeton, T. N., Neel, R. S., & Blood, E. (2008). Meta-analysis of math interventions for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 16(4), 226-239.

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