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A General Educator’s Instructional Differentiations for Students with Mathematics Disabilities in Standards-Based Mathematics Classroom in the U.S.
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  • A General Educator’s Instructional Differentiations for Students with Mathematics Disabilities in Standards-Based Mathematics Classroom in the U.S.
  • 수학 학습 장애 아동을 위한 일반 학급 교사의 수준별 수업
저자명
Sun A Kim
간행물명
학습장애연구KCI
권/호정보
2014년|11권 1호(통권24호)|pp.205-241 (37 pages)
발행정보
한국학습장애학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(0.4MB)
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서지반출

영문초록

This study employed an embedded, single-case study methodology to examine how a general education teacher differentiates mathematics instruction for her students with mathematics disabilities in standardsbased mathematics classroom. The findings of this study indicated that the general education teacher endeavored to differentiate mathematics instruction for her students with mathematics disabilities using diverse components of effective mathematics instruction, but her differentiation was limited in terms of the number of students targeted for differentiated instruction. Findings and their implications for research are discussed.

영문초록

본 연구는 내재된 단일 사례 연구법을 사용하여, 수학 교수와 학습을 위해 표준-기반 접근 법의 영향하에 있는 4학년 일반 학급에서 세 명의 수학 학습 장애 아동이 어떠한 수준별 수 업을 받고 있는지를 알아보고자 했다. 연구 결과에 따르면, 연구 참여 수학 교사는 효과적인 다양한 교수법을 사용하여 수학 장애아동을 위해 수준별 수업을 수행하였으나, 수준별 수업 은 특정 몇몇의 학생을 위해서만 이루어졌다. 기존 연구를 바탕으로 본 연구의 결과와 함의 가 논의 되었다.

목차

Ⅰ. Introduction
Ⅱ. Method
Ⅲ. Results
Ⅳ. Discussion
References

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