Combining Visual Representations and a Powerful Retention Strategy With Peer-Mediated Strategies to Improve Mathematical Outcomes for Students With EBD

Abstract

Students with emotional and behavioral disorders struggle with learning and retaining many aspects of mathematics. Tasks requiring conceptual understanding and reasoning are especially challenging. Given these difficulties, it is essential that teachers use techniques designed to support mathematical learning. We explain how to infuse peer-mediated strategies with two promising instructional techniques to scaffold learning and remembering of mathematical concepts and skills. Examples are illustrated within the context of an inclusive middle school mathematics course.

Keywords

emotional and behavioral disorders math outcomes visual representations practice test retrieval

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