EFFECTS OF PEER-MEDIATED INSTRUCTION ON MATHEMATICAL PROBLEM SOLVING FOR STUDENTS WITH MODERATE/SEVERE INTELLECTUAL DISABILITY

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Ley Davis, L. (2016). EFFECTS OF PEER-MEDIATED INSTRUCTION ON MATHEMATICAL PROBLEM SOLVING FOR STUDENTS WITH MODERATE/SEVERE INTELLECTUAL DISABILITY. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, focused, and structured set of standards to prepare students in the 21st century to be college and career ready upon exiting the high school system. To meet these increased expectations, this investigation sought to determine the effects of peer-mediated schema based instruction on the number of correct steps of a task analysis to solve the change problem type of mathematical word problems with middle school students with moderate/severe intellectual disabilities (MS/ID). Additionally, this study investigated the effects of peer-mediated schema based instruction on the number of correct mathematical problems solved, the ability of students with MS/ID to discriminate between addition and subtraction in word problems for the change problem type, and if students with MS/ID were able to generalize the learned mathematical skills to an unfamiliar peer. Finally, this study examined the effects of peer-mediated instruction on both tutors’ and tutees’ social attitudes and perceptions of one another before and after the study was completed. The findings of this study demonstrated a functional relation between peer-mediated schema-based instruction (SBI) on the number of correct steps of a task analysis. Results also provided several implications for practice, offers suggestions for future research in this area, and discusses the social and academic benefits of using peer-mediated instruction for students with MS/ID.

Details
Author

Ley Davis, Luann

Title

EFFECTS OF PEER-MEDIATED INSTRUCTION ON MATHEMATICAL PROBLEM SOLVING FOR STUDENTS WITH MODERATE/SEVERE INTELLECTUAL DISABILITY

Physical Description

1 online resource (252 pages) : PDF

Date

2016

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, focused, and structured set of standards to prepare students in the 21st century to be college and career ready upon exiting the high school system. To meet these increased expectations, this investigation sought to determine the effects of peer-mediated schema based instruction on the number of correct steps of a task analysis to solve the change problem type of mathematical word problems with middle school students with moderate/severe intellectual disabilities (MS/ID). Additionally, this study investigated the effects of peer-mediated schema based instruction on the number of correct mathematical problems solved, the ability of students with MS/ID to discriminate between addition and subtraction in word problems for the change problem type, and if students with MS/ID were able to generalize the learned mathematical skills to an unfamiliar peer. Finally, this study examined the effects of peer-mediated instruction on both tutors’ and tutees’ social attitudes and perceptions of one another before and after the study was completed. The findings of this study demonstrated a functional relation between peer-mediated schema-based instruction (SBI) on the number of correct steps of a task analysis. Results also provided several implications for practice, offers suggestions for future research in this area, and discusses the social and academic benefits of using peer-mediated instruction for students with MS/ID.

Genre

doctoral dissertations

Subjects--Topics

Special education
Multicultural education
Mathematics

Degree

Ph.D.

Keywords

Intellectual Disability
Moderate Severe
Peers

Subject Area

Special Education

Advisor(s)

Spooner, Fred

Committee Members

Browder, Diane
Lo, Ya-yu
Polly, Drew
Collins, Belva

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2016.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

LeyDavis_uncc_0694D_11057

Permalink

http://hdl.handle.net/20.500.13093/etd:661