Task 2 Course Hero Writing an Annotated Bibliography

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Western Governors University *

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D180

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Mathematics

Date

Jan 9, 2024

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docx

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Uploaded by rbourne

1 Writing an Annotated Bibliography Curriculum and Instruction, Western Governors University D180: Educational Research (OPM2) Tammy Hall 1/2022

2 Restatement The purpose of the capstone research will be to see what impact of teaching students, though differentiated methods, has on students’ ability to add money. Annotated Bibliography First Source Browder, D., Jimenez, B., Trela, K. (2012). Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability. Education and Training in Autism and Developmental Disabilities. 47(3):373-388. https://eds.p.ebscohost.com/eds/detail/detail? vid=5&sid=1c9dae80-56b7-400d-8a4c- fcddda2ec901%40redis&bdata=JkF1dGhUeXBlPXNzbyZzaXRlPWVkcy1saXZlJnNjb3BlP XNpdGU%3d#AN=edsjsr.23879972&db=edsjsr In the peer-reviewed journal article, Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability, the authors Browder, Jimenez, and Trela examined the effects that teaching math, to students with moderate disabilities, had on their skill acquisition. The authors examined the effects of using a systematic approach to teaching students with disabilities, and how using techniques of applied behavior analysis could be effective in teaching math content. The authors also discussed different methods, procedures, and interventions that were beneficial to this subset of students. The study was able to find that students with moderate disabilities were able to make gains using the differentiated strategies when also relating the math instruction to real-life applications. One strength of this article was the clear guidelines and procedures that the authors used. This study would be easily replicated across different settings and different populations. A weakness in this study was that the population of students that were examined was very small. There were only four students in this study, although the authors did state that this was part of a larger study, the data represented in this article was only for the four students.

3 The relevance of this article to the purpose of the research project is that the authors of this article set out to examine the effects that math instruction had on students with moderate disabilities. The purpose of the research is to study the effect that teaching students with moderate disabilities had to add money using differentiated instruction. In this article, the authors used a systematic model of instruction and incorporated different methods to instruct students. Second Source Meyen, E., Greer, D. (2009, January). The Role of Instructional Planning in Math Instruction for Students with Learning Disabilities. Focus on Exceptional Children. 41 no5 1- 12. https://eds.p.ebscohost.com/eds/detail/detail?vid=8&sid=1c9dae80-56b7-400d-8a4c- fcddda2ec901%40redis&bdata=JkF1dGhUeXBlPXNzbyZzaXRlPWVkcy1saXZlJnNjb3BlP XNpdGU%3d#AN=EJ855168&db=eric Authors Edward Meyan and Diana Greer discussed the essential skill of instructional planning for teaching students with special needs mathematics in this peer-reviewed study. The authors did a five-year study on over 276 lessons using the Blending Assessment with Instruction Program (BAIP) to render their results. The authors implemented a five-step framework in the implementation of using the BAIP to teach students with disabilities mathematical concepts. The findings of the article suggest that special education teachers should be able to understand mathematic concepts, translate concepts, align curriculum and instruction, identify prior knowledge, understand relationships between curriculum, instruction, and state standards, and apply the elements effectively. They also concluded that by using the BAIP method, combined with teachers understanding the connections, students can make gains. A strength of this article is that it is based on five years of experience with over 100 teachers and specialists, including Special Education teachers, general educators, and

4 instructional design and curriculum design specialists. The weakness of this research was the amount of time it took to train, implement, build in Professional Development, and assess the information. The authors believe that to be able to implement this program there would have to be a strong commitment from many people to accomplish their results. This article relates to the purpose of the research project because the authors lay the groundwork for the essentials for instructional planning and a method for implementation when teaching students with disabilities math. The authors put together the steps needed to make sure students are ready to learn the concept and what needs to be done to ensure students’ success. Third Source Kaczorowski, T., Hashey, A., DiCesare, D., (2019, March). An Exploration of Multimedia Supports for Diverse Learners during Core Math Instruction. Journal of Special Education Technology. v34 n1 p41-54 Mar 2019. 14 pp. https://eds.p.ebscohost.com/eds/etail/detail?vid=10&sid=1c9dae80-56b7-400d-8a4c- fcddda2ec901%40redis&bdata=JkF1dGhUeXBlPXNzbyZzaXRlPWVkcy1saXZlJnNjb3BlP XNpdGU%3d#AN=EJ1204417&db=eric In a study conducted by authors Kaczorowski, Hashey, and DiCesare, they assessed the value of mobile technology and the impact it had on teaching students with disabilities math. The peer-reviewed journal article investigated the impact that integrating technology into the Universal Design for learning had on students with disabilities. They created lessons that included the integration of technology-based workbooks, and online widgets, to improve students learning in math, while also combining mathematics with other subjects, such as English Language Arts. They believed by integrating technology into math lessons, students could benefit from text-to-speech, closed captioning, and alternate text for images. The authors used a combination of qualitative and quantitative data to complete their data

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