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ERIC Number: EJ1218034
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1937-6928
Using Gestures and Diagrams to Support Students with Learning Disabilities Enrolled in Algebra II
Walsh, Jennifer B.; Hord, Casey
Learning Disabilities: A Contemporary Journal, v17 n1 p59-75 2019
In this exploratory case study, the researchers conducted a qualitative analysis of six teaching sessions to describe the use of gestures and diagrams by a teacher and her students with learning disabilities when engaging in secondary level algebra (e.g., Algebra I & II content). The teacher and her students used gestures, such as pointing and moving a pen in an arching motion to demonstrate mathematical relationships within equations (e.g., distributive property), and diagrams, such as circling and drawing arrows to facilitate students' progress with logarithms. The teacher used gestures and diagrams to support her students with learning disabilities to organize their thinking processes and understand relationships between problem elements. The findings from this study describe the procedural and conceptual progress made by two students with LD when their teacher utilized gestures and diagrams to teach logarithms, reciprocals, and functions.
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A