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

Skrtic, Thomas M.

dc.contributor.author	Skrtic, Thomas M.
dc.date.accessioned	2015-01-16T15:35:34Z
dc.date.available	2015-01-16T15:35:34Z
dc.date.issued	1980-01-01
dc.identifier.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.	en_US
dc.identifier.uri	http://hdl.handle.net/1808/16279
dc.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.	en_US
dc.description.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.	en_US
dc.publisher	Institute for Research in Learning Disabilities	en_US
dc.relation.ispartofseries	Research Report / Institute for Research in Learning Disabilities;7
dc.title	Formal Reasoning Abilities of Learning Disabled Adolescents: Implications for Mathematics Instruction	en_US
dc.type	Book
kusw.kuauthor	Skrtic, Thomas M.
kusw.kudepartment	Education	en_US
kusw.oapolicy	This item does not meet KU Open Access policy criteria.
dc.rights.accessrights	openAccess

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