Embedding Numeracy Instruction within Standards-Based Algebra Lessons for Secondary Students with Extensive Support Needs

Search for this publication on Google Scholar
Clausen, A. (2022). Embedding Numeracy Instruction within Standards-Based Algebra Lessons for Secondary Students with Extensive Support Needs. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

20 views ◎
4 downloads ⇓


Abstract

Federal legislation requires every student receive access to and make progress in the general curriculum. Teachers have reported difficulties in meeting this requirement for students with extensive support needs (ESN) who do not yet demonstrate foundational academic skills, such as in the areas of literacy and numeracy. Once students enter high school, the gap between the mathematics skills a student currently demonstrates and those required to engage in grade-level, standards-based mathematics, widens considerably. Researchers have evaluated different interventions to teach both foundational and grade-level skills to students with ESN in the area of mathematics. This study builds on that research by evaluating the effects of an intervention package comprising modified schema-based instruction (MSBI) and embedded simultaneous prompting (SP) to teach secondary students with ESN who do not demonstrate numeracy skills to solve simple linear equations (e.g., 3+x=9) and to identify numerals 1–9 concurrently. The experimental design was a single-case multiple probe across numeral sets replicated across participants. Two high school males with ESN participated, along with instructors, a paraeducator and a special education teacher who implemented the intervention. The intervention was not effective for teaching numeral identification or solving simple linear equations, nor did the students generalize numeral identification to real-world settings. However, the instructors did find the study procedures to be socially acceptable and hypothesized that the students would eventually reach mastery criterion, given additional time in the intervention. The findings from this study can be used to guide future research designed to support the needs of secondary students with ESN who do not yet demonstrate foundational numeracy skills.

Details
Author

Clausen, Amy

Title

Embedding Numeracy Instruction within Standards-Based Algebra Lessons for Secondary Students with Extensive Support Needs

Physical Description

1 online resource (259 pages) : PDF

Date

2022

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Federal legislation requires every student receive access to and make progress in the general curriculum. Teachers have reported difficulties in meeting this requirement for students with extensive support needs (ESN) who do not yet demonstrate foundational academic skills, such as in the areas of literacy and numeracy. Once students enter high school, the gap between the mathematics skills a student currently demonstrates and those required to engage in grade-level, standards-based mathematics, widens considerably. Researchers have evaluated different interventions to teach both foundational and grade-level skills to students with ESN in the area of mathematics. This study builds on that research by evaluating the effects of an intervention package comprising modified schema-based instruction (MSBI) and embedded simultaneous prompting (SP) to teach secondary students with ESN who do not demonstrate numeracy skills to solve simple linear equations (e.g., 3+x=9) and to identify numerals 1–9 concurrently. The experimental design was a single-case multiple probe across numeral sets replicated across participants. Two high school males with ESN participated, along with instructors, a paraeducator and a special education teacher who implemented the intervention. The intervention was not effective for teaching numeral identification or solving simple linear equations, nor did the students generalize numeral identification to real-world settings. However, the instructors did find the study procedures to be socially acceptable and hypothesized that the students would eventually reach mastery criterion, given additional time in the intervention. The findings from this study can be used to guide future research designed to support the needs of secondary students with ESN who do not yet demonstrate foundational numeracy skills.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Access To The General Curriculum
Embedded Instruction
Mathematics Education
Secondary Students
Students With Extensive Support Needs

Subject Area

Special Education

Advisor(s)

Spooner, Fred

Committee Members

Pennington, Robert
Walker, Virginia
Polly, Drew

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2022.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Clausen_uncc_0694D_13186

Permalink

http://hdl.handle.net/20.500.13093/etd:3033