Date of Award

1-1-2012

Document Type

Masters Plan B

Degree Name

Master of Science (MS)

Department

Science & Mathematics Teaching Center

Advisor

Dr. Scott Chamberlin, Chair

Second Advisor

Dr. Alan Buss

Third Advisor

Professor Kay Cowie

Abstract

In this literature review teaching strategies that are successful in developing students with mathematics learning disabilities (MLD) conceptual learning are explored. The strategies discussed are Concrete-Representational-Abstract (CRA), Schema-based Instruction (SBI), mnemonics, and self-regulation. The environments, inclusion and resource room, were also discussed. As stated by different components in The Individuals with Disabilities Education Act (IDEA), No Child Left Behind (NCLB), and National Council Teachers of Mathematics (NCTM) students with mathematics learning disabilities (MLD) must be educated in the least restrictive environment and have exposure to meaningful mathematics.

Comments

Submitted in partial fulfillment of the requirements for the degree of Masters in Science in Natural Science/Mathematics in the Graduate College of the University of Wyoming.

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