Author : Jane V. Drueck
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (388 download)
Book Synopsis Factors Related to Conceptual Understanding and Solution Procedures for Two-digit Addition and Subtraction in Second-grade Average-math Achievers and Low-math Achievers At-risk for Learning Disabilities by : Jane V. Drueck
Download or read book Factors Related to Conceptual Understanding and Solution Procedures for Two-digit Addition and Subtraction in Second-grade Average-math Achievers and Low-math Achievers At-risk for Learning Disabilities written by Jane V. Drueck and published by . This book was released on 1997 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Children who have mathematics learning disabilities have been a neglected group in terms or both learning disabilities and mathematics education research. In addition, these children are usually not identified until late elementary school after they have experienced failure in mathematics. The present study examined second-grade average-math achievers (AMAs) and low-math achievers (LMAs) who were at-risk for mathematics learning disabilities. Through a clinical interview format, interviewers tracked the students' progression in two-digit addition and subtraction in terms of accuracy, conceptual structure, and representational method. Memory processing characteristics were also identified for the two groups of students. It was found that the AMAs and the LMAs did not differ on the accuracy of their computations but rather on their use of conceptual structures and representational methods. The LMAs used the more immature unitary conception for a longer period of time than did the AMAs. The LMAs also used the less sophisticated concrete representational methods in solution procedures more frequently than the more advanced methods of mental strategies and standard written algorithms used by the AMAs. The LMAs were also found to have decreased automaticity for labeling numerical information, poorer basic fact retrieval, and lower performance on a composite of memory tasks. Looking at the conceptual, processing, and achievement differences between AMAs and LMAs may provide information that will enable professionals to better identify and intervene in the mathematics education of children at-risk for mathematics learning disabilities.