A diagnosis of some mathematics difficulties of grades seven and eight students in special education classes

Basha, Sharon Rose (1975) A diagnosis of some mathematics difficulties of grades seven and eight students in special education classes. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (14MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The primary purpose of this study was to investigate the strengths and weaknesses of the mathematical performance of special education students and average students (as defined by the teacher) at the grade seven and eight level. Two questions to be explored were: -- (1) Are there common errors among students in a special education class? -- (2) Are there errors which are common to both the regular class and the special education class? -- The subjects of the study were 51 junior high students representing three schools located in Central Newfoundland. Thirty of these were special education students who ranged in age from 12 to 18, and the regular class numbered 21. A test devised by the investigator, and administered to all students individually, served as a means of data collection. During the testing interview the student was asked to explain the regrouping process in addition and subtraction of whole numbers, and his reasoning in computation when such was not clear to the investigator. Before the test began, the researcher asked the student to "think out loud" and he was recorded on a cassette tape. Manipulative devices such as beads, an abacus, number lines, place value holders and a fraction kit, were provided for students who needed to use them. -- Analysis of the students' responses indicated that the regular class was superior to the special education group in every category of the test. The obvious deficiencies in the special education group were in the sections on division of whole numbers, decimals and fractions. However, certain errors emerged as common to both groups. Several students in both groups used manipulative devices in their calculations, and more than half of each class were unable to explain the regrouping process in addition and subtraction of whole numbers. -- An important observation arising from the study was the researcher's feeling that not only should the special education mathematics program be different from the regular program, but it should be adapted to meet the individual needs of the student. The investigator felt there was a necessity for three different types of programs: the regular program, a remedial program and an activity-learning approach. An important recommendation which arose from this research was that a study be conducted within the special education classes to determine which program or method of instruction might be best suited to the student and his needs.

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