Affective consequences of mathematics instruction for students with special needs
Authors:
- Bauke F. MiloBMBauke F. Milo
- Gerard SeegersGSGerard Seegers
- 1 March 2004
- journal article
- research article
- Published by Taylor & Francis in European Journal of Special Needs Education
- Vol. 19 (1) , 49-68
Abstract
Affective consequences of two types of mathematics instruction, guiding instruction and directing instruction, were studied for two types of students with special needs: mildly mentally retarded students and students with specific learning disabilities. Seventy students were instructed in small groups in either a guiding or a directing instruction condition. Taking the domain of this research into account—addition and subtraction up to 100—two variants of directing instruction were distinguished: directing-jump instruction and directing-split instruction. Results revealed that the directing-jump instruction and guiding instruction resulted in more constructivist beliefs about learning mathematics than the directing-split instruction. Compared to students with specific learning disabilities, mildly mentally retarded students developed higher levels of ego orientation as well as task orientation.Keywords
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