Developing an Understanding of Quadratics through the Use of Concrete Manipulatives: A Case Study Analysis of the Metacognitive Development of a High School Student with Learning DisabilitiesReportar como inadecuado




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Journal of Special Education Apprenticeship, v3 n1 Jun 2014

This case study analyzed the impact of a concrete manipulative program on the understanding of quadratic expressions for a high school student with a learning disability. The manipulatives were utilized as part of the Concrete-Representational-Abstract Integration (CRA-I) intervention in which participants engaged in tasks requiring them to multiply linear expressions and factor quadratic expressions embedded within contextualized area problems. The case study focused on a representative participant, Marcia, who demonstrated significant gains from preto post-intervention assessments. The qualitative analysis provided descriptive data which offered insight into the reasons for these gains. Results indicated that the manipulatives supported metacognition through strategic planning and self-regulation.

Descriptors: Case Studies, High School Students, Learning Disabilities, Mathematics Instruction, Mathematical Concepts, Teaching Methods, Manipulative Materials, Pretests Posttests, Qualitative Research, Metacognition, Strategic Planning, Self Management, Instructional Effectiveness

Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam[at]csusb.edu; Web site: http://www.josea.info





Autor: Strickland, Tricia K.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=152&id=EJ1127897



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