Work

Students' With Learning Disabilities Perception of Mnemonic Strategies in Mathematics Instruction

Year: 1998

Type: article

Abstract: This was a qualitative as well as quantitative study conducted at a middle school in a rural county in Virginia. The researcher examined learning disabled students for their perceptions of mnemonic strategies in mathematics instruction. After direct instruction and instruction involving mnemonics, the seven subjects were tested. The test scores were examined to determine if there was a significant difference between pre and post scores. After interviewing the subjects, the results indicated five themes: unfamiliarity of procedure leads to anxiety, mnemonics improves performance, students desire more mnemonic strategies, division and other multi-step problems are the most difficult, and an increase in confidence decreases anxiety and increases self-esteem. Interobserver reliability was calculated by two professionals.

Source: Digital Commons - Longwood (Longwood University)

Author: Susan C. Moore

Institution: Longwood University

Language: English

Topic: Mathematics Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

OpenAlex ID: W2404359769

FWCI:

Cites: 28

Cited by:

Related to: 10