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    Formal Reasoning Abilities of Learning Disabled Adolescents: Implications for Mathematics Instruction

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    CRL_ResearchReport7.pdf (7.177Mb)
    Issue Date
    1980-01-01
    Author
    Skrtic, Thomas M.
    Publisher
    Institute for Research in Learning Disabilities
    Type
    Book
    Is part of series
    Research Report / Institute for Research in Learning Disabilities;7
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    Abstract
    Modern mathematics education relies heavily upon the cognitive theories of Jean Piaget and Jerome Bruner. These theories provide the basis for explanations of levels of development as well as direction for instructional procedures. Research related to cognitive abilites in learning disabled adolescents, specifically in mathematics, are virtually nonexistent. The present investigation sought to determine the level of formal reasoning in mathematics of LD adolescents. The results of the study suggest that LD junior high school students are functioning at the concrete operations stage of Piaget's developmental sequence. The need for mathematics interventions which use interactive and iconic, as well as verbal/symbolic, representations is stressed.
    Description
    This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
    URI
    http://hdl.handle.net/1808/16279
    Collections
    • Center for Research on Learning Research Reports and Monographs [86]
    • Faculty Bookshelf [527]
    Citation
    Skrtic, T. M. (1980) Formal Reasoning Abilities of Learning Disabled Adolescents: Implications for Mathematics Instruction [Research Report 7]. Institute for Research in Learning Disabilities, Lawrence, KS.

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    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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