Log in
|
Help
|
English

English

Engish-Pirate

한국어

Search

Advanced Search

Find results with:

Add another field

Search by date

to

Searching collections:

CCSU Theses and Dissertations

Add or remove collections

Home CCSU Theses & Dissertations Using tables and graphs to assess graphing comprehension in high school students with and without...

Reference URL

Share

Add tags

Comment

Rate

To link to this object, paste this link in email, IM or document

To embed this object, paste this HTML in website

Using tables and graphs to assess graphing comprehension in high school students with and without learning disabilities

View Description

Download

small (250x250 max)

medium (500x500 max)

large ( > 500x500)

Full Resolution

Print

you wish to report:

Your comment:

Your Name:

Submit

Cancel

...

Back to top

Powered by CONTENTdm®

Select the collections to add or remove from your search

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

Select All Collections

C

CCSU Student Publications

CCSU Theses and Dissertations

G

GLBTQ Archives

M

Modern Language Oral Histories

O

O'Neill Archives Oral Histories

P

Polish American Pamphlets

T

Treasures from the Special Collections

V

Veterans History Project

OK

Cancel

Identifier	Thesis 1895
Author	Fernandes, Michael A.
Title	Using tables and graphs to assess graphing comprehension in high school students with and without learning disabilities
Publisher	Central Connecticut State University
Date	2007
Resource Type	Master's Thesis
Notes	Today's special education teachers who work with students with difficulties in mathematics will need not only a deeper understanding of mathematics, but a thorough understanding in what the learning disabled student "sees" when approaching mathematics. Typically, mathematics and special education research is split between their respective disciplines. This study examined how 4 special education and 6 regular education students who had a minimum math experience up through Algebra II looked at and interacted with graphs and images. The students were videotaped as they responded to a series of 19 tasks that would test for discrepancies among figure ground relationships, symmetry, scatterplots, line graphs, functions, scale, nets, and three dimensional constructions. Individual responses where charted in rubrics based on performance and task completion. The results would show a variety of responses across all students, with no discernable advantage across any particular task based on academic placement. Verbal communication between the student and examiner would reveal an increase in task completion in comparison to written responses or assembly items. One learning disabled (LD) student would respond only to what she saw at the risk of completing the task, and often focusing only on what was directly placed in front of her. Another LD student would provide valuable verbal information, with little prompting, on how he approached the tasks, as well as identify possible courses of action to complete the task. While this was a small group study, the information provided by two of the LD students shows the length of tasks, approaches, and interview strategies needed to develop an accurate picture of what challenges learning disabled students might be encountering when approaching familiar and foreign tasks. This research also suggests a need for cross curricular training for special education and regular education teachers, and the need for collaboration at the secondary level.
Subject	Mathematics -- Study and teaching (Secondary)
Department	Department of Mathematical Sciences
Advisor	Gould, S. Louise
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713733978
Rating

Find results with:

Searching collections:

Home CCSU Theses & Dissertations Using tables and graphs to assess graphing comprehension in high school students with and without...

Using tables and graphs to assess graphing comprehension in high school students with and without learning disabilities

Description

Tags

Comments