Graphic Organizers Applied to Secondary Algebra Instruction for Students with Learning Disorders

By B. Ives. 2007

89 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/fe62e21ce2ac7c3dd78aba6676e5421c7a6f7b3d

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. S. R. Powell
2. Melissa K. Driver
3. Asha K. Jitendra
4. Casey Hord
5. Samantha Marita
6. Gena Nelson
7. John Mouanoutoua
8. Scott B. Hefte

In Education

1. S. R. Powell
2. A. Lein
3. Melissa K. Driver
4. Asha K. Jitendra
5. A. Foegen
6. Gena Nelson
7. Allyson J. Kiss
8. John Mouanoutoua

In Statistics and Probability

1. Asha K. Jitendra
2. S. R. Powell
3. A. Lein
4. Gena Nelson
5. A. Foegen
6. Casey Hord
7. Samantha Marita
8. Allyson J. Kiss

Citations in the corpus

• Graphic Organizers and Students with Learning Disabilities: A Meta-Analysis (2011, background): “Ives (2007) offerred several implications for future research based on his initial study in this field.”
• Algebra Progress Monitoring and Interventions for Students with Learning Disabilities (2008, methodology): “Ives (2007) hypothesized that the use of graphic organizers, demon strated to be effective in reading comprehension instruction, would serve a valuable function for instruc tion in advanced mathematical concepts, particularly those for which a CRA sequence cannot be easily devel oped.”
• Review of Mathematics Interventions for Secondary Students With Learning Disabilities (2017, methodology): “The students who used graphic organizers demonstrated more conceptual knowledge of systems of linear equations (Ives, 2007). van Garderen (2007) utilized a multiple-probe-acrossparticipants design and taught three eighth-grade students with LD to generate and use diagrams to represent and solve…”
• Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis (2018, methodology): “In one case (Ives, 2007), no means and standard deviations were available, and we estimated g from the F statistics (Lipsey & Wilson, 2001).”
• The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty (2015, background): “As evidenced in other mathematics areas, students with MD benefit from visual representations for organizing information (Ives, 2007; Jitendra, 2002).”
• Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, background): “All six studies that did not meet the minimum criteria did not provide sufficient information about the interventionists implementing the intervention (i.e., Fede, Pierce, & Matthews, 2013; Ives, 2007; Owen & Fuchs, 2002; Peterson, Mercer, & O’Shea, 1988; Van Luit & Schopman, 2000; Woodward & Brown,”
• Methods of Instructional Improvement in Algebra (2010, methodology): “In another case, Ives (2007) used the term mathematical concepts repeatedly, but the intervention focused specifically on a set of prescriptive heuristics for solving linear equations.”