- Teks
- Sejarah
MethodA systematic review of the li
Method
A systematic review of the literature was completed of academic mathematics interventions
for students with MID from 1999 to 2010. The researchers chose this period of time as Butler
et al. (2001) reviewed research on this topic through 1998 and multiple reforms impacting
mathematics education occurred in the last decade (e.g., Common Core Standards, 2010; IDEA, 2004; NCTM, 2000). Studies were in cluded if (a) the sample included at least one student with MID enrolled in school (i.e) a student between the ages of 3 and graduation or exiting school and was referred to as a student with MID by the authors of the study
and/or the IQ reported in the study was between 50 and 75); (b) the study focused on an
academic mathematics intervention, operationally defined as an intervention targeting a
skill area for advancement in school mathematics rather than daily living skills such purchasing
groceries or counting money; (c) the article was published in a peer-reviewed journal
in English between 1999 and 2010; and (d) the research occurred in the United States. Common reasons articles were excluded included (a) the description of the participants was unspecified; (b) the data for participants with MID were aggregated with
data for other disabilities and could not be isolated; (c) the term MID (or something equivalent) was used by the authors, but all participants had IQs outside of the 50–75
range; and/or (d) the studies were conducted in foreign countries where MID is defined
differently (often with IQs up to 85) (e.g., Kroesbergen & Van Luit, 2005). Articles focused
on assessment (e.g., identification of students for special education services); descriptions
of characteristics of students with disabilities; and position papers were also excluded.
Multiple methods were used to locate articles meeting the criteria. First, a keyword
search was completed utilizing four electronic databases: PsychInfo, ERIC, Wilson Select,
and ProQuest. Due to the number of terms used synonymously with MID, articles that
used the terms mild mental retardation, developmental disability, cognitive disability,
mild intellectual disability, and mild cognitive impairment were included in the study (Sandieson, 1998). For the keyword search, math was combined with the following terms: mental impairment, mild cognitive, mild intellectual, mild mental retardation, and mild developmental. The researchers also used the search terms, intellectual and cognitive disab*, and evaluated the IQ of the participants within these studies.
Next, the researchers reviewed both general and special education journals for articles meeting the criteria published between the years 1999 and 2010. A hand search was completed
by looking for relevant articles in the following journals: Journal for Research in Mathematics
Education, Exceptional Children, The Journal of Special Education, Remedial and Special
Education, and Education and Training in Autism and Developmental Disabilities. During the
hand search, the researchers evaluated articles by looking for the search terms described
above as well as any terms that might be relevant to this study (e.g., students with mild
disabilities, math difficulties, etc.), but not specifically included in the search terms in the
computer database search. Finally, the researchers completed an ancestral search using
the references of the articles meeting criteria for inclusion in this study. All of the articles
were located in electronic databases using keyword searches except for one article which was
located by hand-searching the selected journals. The ancestral search did not result in finding any articles that met inclusion criteria.
A systematic review of the literature was completed of academic mathematics interventions
for students with MID from 1999 to 2010. The researchers chose this period of time as Butler
et al. (2001) reviewed research on this topic through 1998 and multiple reforms impacting
mathematics education occurred in the last decade (e.g., Common Core Standards, 2010; IDEA, 2004; NCTM, 2000). Studies were in cluded if (a) the sample included at least one student with MID enrolled in school (i.e) a student between the ages of 3 and graduation or exiting school and was referred to as a student with MID by the authors of the study
and/or the IQ reported in the study was between 50 and 75); (b) the study focused on an
academic mathematics intervention, operationally defined as an intervention targeting a
skill area for advancement in school mathematics rather than daily living skills such purchasing
groceries or counting money; (c) the article was published in a peer-reviewed journal
in English between 1999 and 2010; and (d) the research occurred in the United States. Common reasons articles were excluded included (a) the description of the participants was unspecified; (b) the data for participants with MID were aggregated with
data for other disabilities and could not be isolated; (c) the term MID (or something equivalent) was used by the authors, but all participants had IQs outside of the 50–75
range; and/or (d) the studies were conducted in foreign countries where MID is defined
differently (often with IQs up to 85) (e.g., Kroesbergen & Van Luit, 2005). Articles focused
on assessment (e.g., identification of students for special education services); descriptions
of characteristics of students with disabilities; and position papers were also excluded.
Multiple methods were used to locate articles meeting the criteria. First, a keyword
search was completed utilizing four electronic databases: PsychInfo, ERIC, Wilson Select,
and ProQuest. Due to the number of terms used synonymously with MID, articles that
used the terms mild mental retardation, developmental disability, cognitive disability,
mild intellectual disability, and mild cognitive impairment were included in the study (Sandieson, 1998). For the keyword search, math was combined with the following terms: mental impairment, mild cognitive, mild intellectual, mild mental retardation, and mild developmental. The researchers also used the search terms, intellectual and cognitive disab*, and evaluated the IQ of the participants within these studies.
Next, the researchers reviewed both general and special education journals for articles meeting the criteria published between the years 1999 and 2010. A hand search was completed
by looking for relevant articles in the following journals: Journal for Research in Mathematics
Education, Exceptional Children, The Journal of Special Education, Remedial and Special
Education, and Education and Training in Autism and Developmental Disabilities. During the
hand search, the researchers evaluated articles by looking for the search terms described
above as well as any terms that might be relevant to this study (e.g., students with mild
disabilities, math difficulties, etc.), but not specifically included in the search terms in the
computer database search. Finally, the researchers completed an ancestral search using
the references of the articles meeting criteria for inclusion in this study. All of the articles
were located in electronic databases using keyword searches except for one article which was
located by hand-searching the selected journals. The ancestral search did not result in finding any articles that met inclusion criteria.
0/5000
MethodA systematic review of the literature was completed of academic mathematics interventionsfor students with MID from 1999 to 2010. The researchers chose this period of time as Butleret al. (2001) reviewed research on this topic through 1998 and multiple reforms impactingmathematics education occurred in the last decade (e.g., Common Core Standards, 2010; IDEA, 2004; NCTM, 2000). Studies were in cluded if (a) the sample included at least one student with MID enrolled in school (i.e) a student between the ages of 3 and graduation or exiting school and was referred to as a student with MID by the authors of the studyand/or the IQ reported in the study was between 50 and 75); (b) the study focused on anacademic mathematics intervention, operationally defined as an intervention targeting askill area for advancement in school mathematics rather than daily living skills such purchasinggroceries or counting money; (c) the article was published in a peer-reviewed journalin English between 1999 and 2010; and (d) the research occurred in the United States. Common reasons articles were excluded included (a) the description of the participants was unspecified; (b) the data for participants with MID were aggregated withdata for other disabilities and could not be isolated; (c) the term MID (or something equivalent) was used by the authors, but all participants had IQs outside of the 50–75range; and/or (d) the studies were conducted in foreign countries where MID is defineddifferently (often with IQs up to 85) (e.g., Kroesbergen & Van Luit, 2005). Articles focusedon assessment (e.g., identification of students for special education services); descriptionsof characteristics of students with disabilities; and position papers were also excluded.Multiple methods were used to locate articles meeting the criteria. First, a keywordsearch was completed utilizing four electronic databases: PsychInfo, ERIC, Wilson Select,and ProQuest. Due to the number of terms used synonymously with MID, articles thatused the terms mild mental retardation, developmental disability, cognitive disability,mild intellectual disability, and mild cognitive impairment were included in the study (Sandieson, 1998). For the keyword search, math was combined with the following terms: mental impairment, mild cognitive, mild intellectual, mild mental retardation, and mild developmental. The researchers also used the search terms, intellectual and cognitive disab*, and evaluated the IQ of the participants within these studies.Next, the researchers reviewed both general and special education journals for articles meeting the criteria published between the years 1999 and 2010. A hand search was completedby looking for relevant articles in the following journals: Journal for Research in MathematicsEducation, Exceptional Children, The Journal of Special Education, Remedial and SpecialEducation, and Education and Training in Autism and Developmental Disabilities. During thehand search, the researchers evaluated articles by looking for the search terms describedabove as well as any terms that might be relevant to this study (e.g., students with milddisabilities, math difficulties, etc.), but not specifically included in the search terms in thecomputer database search. Finally, the researchers completed an ancestral search usingthe references of the articles meeting criteria for inclusion in this study. All of the articleswere located in electronic databases using keyword searches except for one article which waslocated by hand-searching the selected journals. The ancestral search did not result in finding any articles that met inclusion criteria.
Sedang diterjemahkan, harap tunggu..
Metode
Sebuah tinjauan sistematis literatur selesai intervensi matematika akademik
bagi siswa dengan MID dari tahun 1999 sampai 2010. Para peneliti memilih jangka waktu ini sebagai Butler
et al. (2001) Ulasan penelitian tentang topik ini melalui 1998 dan beberapa reformasi berdampak
pendidikan matematika terjadi dalam satu dekade terakhir (misalnya, inti Standar Umum, 2010; IDEA, 2004; NCTM, 2000). Studi berada di menyimpulkan jika (a) sampel termasuk setidaknya satu siswa dengan MID terdaftar di sekolah (yaitu) seorang mahasiswa berusia antara 3 dan lulus atau keluar sekolah dan disebut sebagai mahasiswa dengan MID oleh penulis penelitian
dan / atau IQ dilaporkan dalam penelitian adalah antara 50 dan 75); (B) studi difokuskan pada
intervensi matematika akademik, operasional didefinisikan sebagai intervensi menargetkan
wilayah keterampilan untuk kemajuan dalam matematika sekolah daripada keterampilan hidup sehari-hari seperti membeli
bahan makanan atau menghitung uang; (C) artikel itu diterbitkan dalam jurnal peer-review
dalam bahasa Inggris antara tahun 1999 dan 2010; dan (d) penelitian terjadi di Amerika Serikat. Alasan umum artikel dikeluarkan termasuk (a) deskripsi peserta adalah tidak ditentukan; (B) data untuk peserta dengan MID yang dikumpulkan dengan
data untuk cacat lainnya dan tidak dapat diisolasi; (C) istilah MID (atau sesuatu yang setara) digunakan oleh penulis, tetapi semua peserta memiliki IQ di luar 50-75
kisaran; dan / atau (d) studi dilakukan di negara-negara asing di mana MID didefinisikan
secara berbeda (sering dengan IQ sampai 85) (misalnya, Kroesbergen & Van Luit, 2005). Artikel difokuskan
pada penilaian (misalnya, identifikasi siswa untuk layanan pendidikan khusus); deskripsi
dari karakteristik siswa penyandang cacat; dan kertas posisi juga dikecualikan.
Beberapa metode yang digunakan untuk mencari artikel yang memenuhi kriteria. Pertama, kata kunci
pencarian selesai menggunakan empat database elektronik: PsychINFO, ERIC, Wilson Pilih,
dan ProQuest. Karena jumlah istilah yang digunakan secara sinonim dengan MID, artikel yang
menggunakan istilah retardasi ringan mental, cacat perkembangan, cacat kognitif,
cacat intelektual ringan, dan kerusakan kognitif ringan termasuk dalam studi (Sandieson, 1998). Untuk pencarian kata kunci, matematika dikombinasikan dengan ketentuan sebagai berikut: gangguan mental, kognitif ringan, intelektual, retardasi mental ringan ringan, dan perkembangan ringan. Para peneliti juga menggunakan istilah pencarian, intelektual dan kognitif disab *, dan mengevaluasi IQ peserta dalam studi ini.
Berikutnya, para peneliti Ulasan kedua jurnal pendidikan umum dan khusus untuk artikel yang memenuhi kriteria yang diterbitkan antara tahun 1999 dan 2010. pencari tangan selesai
dengan mencari artikel yang relevan dalam jurnal berikut: Journal Penelitian di Matematika
Pendidikan, Anak luar biasa, The Journal of Pendidikan Khusus, Remedial dan Khusus
Pendidikan, dan Pendidikan dan Pelatihan Autisme dan Pembangunan Cacat. Selama
pencarian tangan, para peneliti mengevaluasi artikel dengan mencari istilah pencarian yang dijelaskan
di atas serta syarat yang mungkin relevan dengan penelitian ini (misalnya, siswa dengan ringan
cacat, kesulitan matematika, dll), tetapi tidak secara khusus termasuk dalam istilah pencarian di
database pencarian komputer. Akhirnya, para peneliti menyelesaikan pencarian leluhur menggunakan
referensi dari artikel yang memenuhi kriteria untuk dimasukkan dalam penelitian ini. Semua artikel
yang terletak di database elektronik menggunakan pencarian kata kunci kecuali untuk satu artikel yang
terletak dengan tangan-mencari jurnal yang dipilih. Pencarian leluhur tidak menimbulkan menemukan setiap artikel yang memenuhi kriteria inklusi.
Sebuah tinjauan sistematis literatur selesai intervensi matematika akademik
bagi siswa dengan MID dari tahun 1999 sampai 2010. Para peneliti memilih jangka waktu ini sebagai Butler
et al. (2001) Ulasan penelitian tentang topik ini melalui 1998 dan beberapa reformasi berdampak
pendidikan matematika terjadi dalam satu dekade terakhir (misalnya, inti Standar Umum, 2010; IDEA, 2004; NCTM, 2000). Studi berada di menyimpulkan jika (a) sampel termasuk setidaknya satu siswa dengan MID terdaftar di sekolah (yaitu) seorang mahasiswa berusia antara 3 dan lulus atau keluar sekolah dan disebut sebagai mahasiswa dengan MID oleh penulis penelitian
dan / atau IQ dilaporkan dalam penelitian adalah antara 50 dan 75); (B) studi difokuskan pada
intervensi matematika akademik, operasional didefinisikan sebagai intervensi menargetkan
wilayah keterampilan untuk kemajuan dalam matematika sekolah daripada keterampilan hidup sehari-hari seperti membeli
bahan makanan atau menghitung uang; (C) artikel itu diterbitkan dalam jurnal peer-review
dalam bahasa Inggris antara tahun 1999 dan 2010; dan (d) penelitian terjadi di Amerika Serikat. Alasan umum artikel dikeluarkan termasuk (a) deskripsi peserta adalah tidak ditentukan; (B) data untuk peserta dengan MID yang dikumpulkan dengan
data untuk cacat lainnya dan tidak dapat diisolasi; (C) istilah MID (atau sesuatu yang setara) digunakan oleh penulis, tetapi semua peserta memiliki IQ di luar 50-75
kisaran; dan / atau (d) studi dilakukan di negara-negara asing di mana MID didefinisikan
secara berbeda (sering dengan IQ sampai 85) (misalnya, Kroesbergen & Van Luit, 2005). Artikel difokuskan
pada penilaian (misalnya, identifikasi siswa untuk layanan pendidikan khusus); deskripsi
dari karakteristik siswa penyandang cacat; dan kertas posisi juga dikecualikan.
Beberapa metode yang digunakan untuk mencari artikel yang memenuhi kriteria. Pertama, kata kunci
pencarian selesai menggunakan empat database elektronik: PsychINFO, ERIC, Wilson Pilih,
dan ProQuest. Karena jumlah istilah yang digunakan secara sinonim dengan MID, artikel yang
menggunakan istilah retardasi ringan mental, cacat perkembangan, cacat kognitif,
cacat intelektual ringan, dan kerusakan kognitif ringan termasuk dalam studi (Sandieson, 1998). Untuk pencarian kata kunci, matematika dikombinasikan dengan ketentuan sebagai berikut: gangguan mental, kognitif ringan, intelektual, retardasi mental ringan ringan, dan perkembangan ringan. Para peneliti juga menggunakan istilah pencarian, intelektual dan kognitif disab *, dan mengevaluasi IQ peserta dalam studi ini.
Berikutnya, para peneliti Ulasan kedua jurnal pendidikan umum dan khusus untuk artikel yang memenuhi kriteria yang diterbitkan antara tahun 1999 dan 2010. pencari tangan selesai
dengan mencari artikel yang relevan dalam jurnal berikut: Journal Penelitian di Matematika
Pendidikan, Anak luar biasa, The Journal of Pendidikan Khusus, Remedial dan Khusus
Pendidikan, dan Pendidikan dan Pelatihan Autisme dan Pembangunan Cacat. Selama
pencarian tangan, para peneliti mengevaluasi artikel dengan mencari istilah pencarian yang dijelaskan
di atas serta syarat yang mungkin relevan dengan penelitian ini (misalnya, siswa dengan ringan
cacat, kesulitan matematika, dll), tetapi tidak secara khusus termasuk dalam istilah pencarian di
database pencarian komputer. Akhirnya, para peneliti menyelesaikan pencarian leluhur menggunakan
referensi dari artikel yang memenuhi kriteria untuk dimasukkan dalam penelitian ini. Semua artikel
yang terletak di database elektronik menggunakan pencarian kata kunci kecuali untuk satu artikel yang
terletak dengan tangan-mencari jurnal yang dipilih. Pencarian leluhur tidak menimbulkan menemukan setiap artikel yang memenuhi kriteria inklusi.
Sedang diterjemahkan, harap tunggu..
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- Saya tak sabar untuk mendengar lagunya.
- Wehout
- Aku tidak akan bisa memaafkan diriku sen
- Without
- Aku bahagia saat bersamamu
- Without
- Aku sedang menonton tv dan kamu sedang a
- Bon c'est
- Sekarang juara 2 semoga besok juara umum
- Demand
- Aku sangat bahagia bersamamu , terima ka
- is writing a message
- kebijakan otonomi secepatnya harus dikaj
- Cancel your Demand in court
- Saya tak sabar untuk mendengar lagunya.
- Aku mencintaimu karena Allah
- الإنطر النظري
- MethodA systematic review of the literat
- ON DUTY
- Satu dari beberapa merek donat yang leza
- MethodA systematic review of the literat
- Wehout
- Saya tak sabar untuk mendengar lagunya
- mondoPaesi in cui non si effettua la spe
