Best Practices for Teaching Mathematics to Secondary Students with Special Needs

By P. Maccini, Joseph Calvin Gagnon. 2000

143 citations recorded by the source corpus.

Subfields: Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0ad16967b58f018e9497451acfbcdfec319a1763

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Statistics and Probability

1. D. Browder
2. F. Spooner
3. Joseph Calvin Gagnon
4. P. Maccini
5. L. Ahlgrim-Delzell
6. Mike Cass
7. C. W. Jackson
8. Michelle Smith

Citations in the corpus

• Effects of Manipulative Instruction on Solving Area and Perimeter Problems by Students with Learning Disabilities (2003, background): “Manipulative materials are concrete materials such as geoboards, pattern blocks, chip-trading boards, counters, algebra tiles, attribute pieces, fraction bars, and Cuisenaire rods that students arrange in some way to represent a variety of mathematical relationships (Maccini & Gagnon, 2000).”
• Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators (2006, background): “Maccini and Gagnon (2000) also found that teachers noted using other instructional practices with students with LD and E/BD in math: (a) use of calculators; (b) assignment modifications (i.e., adjusted workloads); and (c) increased time for activities and tests.”
• A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities (2008, background): “Reviews on other components of mathematics, such as algebra, typically have focused on students with learning disabilities or other high incidence disabilities (Jitendra & Xin, 1997; Maccini & Gagnon, 2000; Maccini, McNaughton, & Ruhl, 1999; Miller, Butler, & Lee, 1998; Xin & Jitendra, 1999).”
• Preparing Students with Disabilities for Algebra (2001, background): “Though math skills are vital to their future, many students with mild disabilities (e.g., learning disabilities, emotional/behavioral disorders) experience difficulty with mathematics due to a number of characteristics that impede their academic performance (Maccini & Gagnon, 2000).”
• Perceptions and Application of NCTM Standards by Special and General Education Teachers (2002, background): “…fifth sections included open-ended questions (e.g., list two advantages of implementing the NCTM Standards with students with emotional/behavioral disorders);(see Maccini and Gagnon, 2000, for the results of the open-ended questions) related to implementation of activities based on the Standards.”