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Developing Number Sense and Basic Computational Skills in Students with Special Needs
Author(s) -
Funkhouser Charles
Publication year - 1995
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1995.tb15773.x
Subject(s) - mathematics education , task (project management) , number sense , set (abstract data type) , psychology , test (biology) , learning disability , special education , pupil , observational study , independence (probability theory) , pedagogy , computer science , mathematics , developmental psychology , statistics , paleontology , management , neuroscience , economics , biology , programming language
This article presents an investigation of the effectiveness of procedures undertaken to develop number sense and basic computational skills in learning disabled students. Twelve students in a K‐1 classroom who had been identified as learning disabled (LD) were presented tasks which required them to subitize (i.e., recognize the number of objects in a set without actually counting them). Consistent with other such studies in special education, a qualitative research methodology was employed, involving a case study of an intact group of LD students. Also consistent with many such studies in special education, observational rather than quantitative data were collected. At the end of a four‐week period, all students were consistently successful in recognizing and matching the numbers 0 through 5 and adding sums to five as determined on a teacher‐administered test. Increased time‐on‐task and pupil independence also are reported. Suggestions for further instructional research related to other arithmetic skills are presented.