The use of process mnemonics in teaching students with mathematics learning disabilities.
Authors: Manalo E, Bunnell JK, Stillman JA
Year: 2000
Source: Learning Disability Quarterly 23(2):137-156.
Web of Science ® Times Cited: 6
Abstract: The study describes two experiements that study the effect of process mnemonic (PM) instruction on the computational skills performance in adolescents (13-14 years) with mathematics learning disabilities. The first experiment had our groups namely the PM, demonstration-imitation (DI), study skills (SS), or no instruction (NI) to which 1, 29 students were randomly assigned. In Experiment 2, instructors who were blind to the purpose of the study were taught 28 students assigned to either PM,DI, or NI groups. Significant improvements in addition, subtraction, multiplication, and division were seen in the PM and DI groups. In comparison with the BI students, the improvements made by the PM group are higher and sustained over 6 weeks or eight week periods as shown by these experiements. (CIRRIE Abstract)
Institution: Univ Auckland, Student Learning Ctr, Private Bag 92019, Auckland 1, New Zealand.
Language: English
Subject headings: Abstracts, Instructional methods, Learning disabilities, Math skills, Memory, Special education, Students, Teaching
Geographic areas: New Zealand, Oceania