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Promoting Access to Common Core Mathematics for Students with Severe Disabilities through Mathematical Problem Solving

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Bibliographic Details
Title: Promoting Access to Common Core Mathematics for Students with Severe Disabilities through Mathematical Problem Solving
Language: English
Authors: Spooner, Fr, Saunders, Alicia, Root, Jenny, Brosh, Chelsi
Source: Research and Practice for Persons with Severe Disabilities. Sep 2017 42(3):171-186.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2017
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A130001
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Severe Disabilities, Skill Development, Mathematics Skills, Problem Solving, Thinking Skills, Concept Formation, Mathematical Concepts, Evidence Based Practice, Technology Uses in Education, Teaching Methods, Models, Word Problems (Mathematics), Generalization, Common Core State Standards
DOI: 10.1177/1540796917697119
ISSN: 1540-7969
Abstract: There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a conceptual model for teaching mathematical problem solving to students with severe disabilities based on research from a multiyear project. The model proposed incorporates schema-based instruction combined with evidence-based practices for teaching academics to this population, and includes technology supports and self-monitoring. The purpose is to teach students to recognize underlying problem structures in word problems for better generalizability to real-world situations. This article outlines the existing evidence for teaching problem solving to students with disabilities, the conceptual model for teaching mathematical problem solving to students with severe disabilities, and the implications of the model for practitioners and future researchers.
Abstractor: As Provided
Number of References: 42
IES Funded: Yes
Entry Date: 2017
Accession Number: EJ1152042
Database: ERIC
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Description
Abstract:There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a conceptual model for teaching mathematical problem solving to students with severe disabilities based on research from a multiyear project. The model proposed incorporates schema-based instruction combined with evidence-based practices for teaching academics to this population, and includes technology supports and self-monitoring. The purpose is to teach students to recognize underlying problem structures in word problems for better generalizability to real-world situations. This article outlines the existing evidence for teaching problem solving to students with disabilities, the conceptual model for teaching mathematical problem solving to students with severe disabilities, and the implications of the model for practitioners and future researchers.
ISSN:1540-7969
DOI:10.1177/1540796917697119