The Effects of the Explicit Inquiry Routine on the Performance of Students with Learning Disabilities on One-Variable Equations

By Amy M. Scheuermann, Donald D. Deshler, J. Schumaker. 2009

81 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/96c4a1cdc68db84ab95e394da37dc70bee7f2003

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In Education

1. Casey Hord
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1. Casey Hord
2. Samantha Marita

Citations in the corpus

• Review of Mathematics Interventions for Secondary Students With Learning Disabilities (2017, methodology): “During each type of dialog, students were instructed to use concrete, representational, and abstract methods to drive the conversation (Scheuermann et al., 2009).”
• Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, unknown): “Scheuermann, Deschler, and Schumaker (2009) used three-dimensional objects like buttons and different colored unifix cubes to represent the equations concretely, and two-dimensional drawings such as tallies, dots, and pictures for the representational phase.”