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The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study


Schnepel, Susanne; Krähenmann, Helena; Sermier Dessemontet, Rachel; Moser Opitz, Elisabeth (2020). The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study. Mathematics Education Research Journal, 32(1):103-119.

Abstract

Little is known about the mathematical development of students with intellectual disabilities (ID) in inclusive classrooms. It is important to have a research-based understanding of the subject since inclusive education is becoming the norm in many countries, and an increasing number of students with an ID now attend mainstream schools. We investigated the learning gains of 38 students with ID from 31 grades 2 and 3 inclusive classrooms. Data on mathematics achievement were collected at the beginning and at the end of one school year. A cluster analysis revealed four homogeneous groups that differed significantly in their mathematical progress. Students in the same cluster improved in the same subskills. Prior knowledge is a significant predictor for progress and explains more variance than IQ. In addition, the acquisition of the quantity-number concept, especially the linkage of quantities and numbers, seems to be an important factor for mathematical development. These results show that mathematics instruction needs to be tailored to the specific knowledge profiles of students.

Abstract

Little is known about the mathematical development of students with intellectual disabilities (ID) in inclusive classrooms. It is important to have a research-based understanding of the subject since inclusive education is becoming the norm in many countries, and an increasing number of students with an ID now attend mainstream schools. We investigated the learning gains of 38 students with ID from 31 grades 2 and 3 inclusive classrooms. Data on mathematics achievement were collected at the beginning and at the end of one school year. A cluster analysis revealed four homogeneous groups that differed significantly in their mathematical progress. Students in the same cluster improved in the same subskills. Prior knowledge is a significant predictor for progress and explains more variance than IQ. In addition, the acquisition of the quantity-number concept, especially the linkage of quantities and numbers, seems to be an important factor for mathematical development. These results show that mathematics instruction needs to be tailored to the specific knowledge profiles of students.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Physical Sciences > General Mathematics
Social Sciences & Humanities > Education
Uncontrolled Keywords:Education, General Mathematics
Language:English
Date:1 March 2020
Deposited On:17 Jan 2020 14:43
Last Modified:29 Jul 2020 12:30
Publisher:Springer
ISSN:2211-050X
OA Status:Closed
Publisher DOI:https://doi.org/10.1007/s13394-019-00295-w
Project Information:
  • : FunderSNSF
  • : Grant ID100014_146086
  • : Project TitleEffective teaching practices in inclusive classrooms

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