Programs or Practices that meet the Level 1 Criteria for Best Practices
Please click on the results column to read the article.
AUTHOR |
SOURCE |
PROGRAM OR PRACTICE |
STUDENT LEVEL |
DEMOGRAPHICS/SAMPLE SIZE |
RESULTS |
|---|---|---|---|---|---|
| Allsopp, D. H. | Teaching Exceptional Children.1999 | Using modeling, manipulatives, and mnemonics with eighth-grade math students. | 8th Grade | Unknown | Using some of these ideas may help students to better respond to learning tasks. |
| Kitz. W. &Thorpe, H. | Remedial and Special Education. 1995 | Mastering Equations, Roots and Exponents | College level students | 26 students classified as LD in mathematics. | Treatment group scored higher on both posttests and scored higher in their first college algebra course. |
| Maccini, P., & Hughes, C. A | Learning Disabilities Research & Practice. 2000 | Teaching students with learning problems in math to acquire, understand, and apply basic math facts using the STAR Strategy. | Secondary | Six students with LD. | All participants improved their percentage of strategy-use from baseline to instructional phases for all integer operations. |
| Marsh, L. G., & Cooke, L. C. | Learning Disabilities Research and Practice.1996 | The effects of using manipulatives in teaching math problem solving to students with learning disabilities. | Elementary. | Three students labeled with LD. | All students improved during the intervention phase as opposed to their scores during the baseline phase. |
| Mercer, C. & Miller, S. | Remedial and Special Education. 1992 | Teaching students with learning problems in math to acquire, understand, and apply basic math facts using the Strategic Math Series (SMS). | Elementary | 109 students with learning problems, including LD, ED, SED, and at risk. | In field test samples, student made substantial gains and achievement with all teachers in all setting. CRA is effective for teaching place value and basic facts. |
| Miller, S., & Mercer, C. D. | Intervention in School & Clinic.1997 | Teaching math computation and problem solving: A program that works. | Elementary: ESE and At-Risk | Settings: general education, resource room, self-contained, and residential classrooms. Seven different school districts. Field-test participants: students with learning disabilities, mental retardation, emotional disabilities, language disabilities, and students at- risk for special education. | The field-test results clearly indicate the program's effectiveness with a variety of students in various school settings. Results obtained from experimental research further support the instructional sequence and procedures used in the Strategic Math Series. In each of these studies, student achievement was high and program effectiveness was demonstrated. Teachers and students involved in the field tests and research studies reported high levels of satisfaction with the program. |
| Montague, M., Warger, C., & Morgan, T. H | Learning Disabilities Research & Practice. 2000 | Solve it! Strategy instruction to improve mathematical problem solving. | Secondary. For use with students in inclusive, general, and special education classrooms. | A total of 84 students with learning disabilities. 6 senior high school students with LD, 6 students with LD in grades 6-8, 72 students with LD in grades 7 and 8. | Generally, across studies, students maintained strategy use and problem-solving performance for several weeks following instruction, after which performance declined. Following a booster session consisting of a day review and another for practice, students demonstrated significant improvement. |
| Rivera, D. M., & Bryant, B. R. | Intervention and School Clinic.1992 | Mathematics instruction for students with special needs using a combination of strategies from a variety of research sources note effective and useful instructional techniques. | Elementary. | Students with learning and behavior problems that have difficulty mastering and generalizing mathematical skills and concepts. | The article emphasizes the need for teachers to build and have a wealth of strategies and techniques for teaching math. Curriculum and instructional practice must meet the needs of each particular student. |
| Snyder, M., & Bambara, L. | Journal of Learning Disabilities.1997 | Teaching Secondary students with learning disabilities to self-manage classroom survival skills. | Secondary students with learning disabilities. | Three secondary students classified as LD, all 14 years old, attending part-time learning support classes in a small, suburban school. White, middle class students. | In general, the data indicate that the self-management training package was highly effective in both settings. |
| Thomas, P.G. &Rickhuss, M. G. | Education & Computing. 1992 | MuMath | High school (15 year-olds). | 17 students, two groups of even sex and ability distribution. | Students using MuMath generally did better than control group (using paper and pencil). All students using the computer did better in learning factorization. No evidence was found that students fared worse having used the computer. |
