Math Growth Trajectories of Students With Disabilities

By Xin Wei, Keith B. Lenz, Jose Blackorby. 2013

180 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8f1220bd307df5891909e6e89dd319bdf460fe06

How researchers see this paper

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

In Developmental and Educational Psychology

1. Joseph J. Stevens
2. A. Schulte

In Education

1. Joseph J. Stevens
2. A. Schulte
3. Jeffrey P. Dorman

In Statistics and Probability

1. Joseph J. Stevens
2. A. Schulte

Citations in the corpus

• Once, Sometimes, or Always in Special Education (2015, background): “The decelerating curvilinear growth pattern has been observed in most growth studies of mathematics achievement, for both students with and without disabilities (e.g., Lee, 2010; Wei et al., 2013).”
• Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis (2018, unknown): “With respect to the grade-level feature examined in this meta-analysis, research indicates that the mathematical skills of children with LD progress about 1 year for every 2 years in school but plateau by age 10 or 12 (Cawley, Parmar, Yan, & Miller, 1998; Wei et al., 2013).”
• Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review (2017, unknown): “Students with a variety of disabilities underperform relative to peers without disabilities on mathematics assessments, and these gaps widen over time [1].”