Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Teaching Middle School Students with Disabilities to Solve Multi-Step Equations using the Hands-On Equations System

  • Thomas C. Hendrickson, M.S. Ed. (Author) Old Dominion University image/svg+xml
    Thomas C. Hendrickson, M.S. Ed., is a recent graduate of the Master’s in Special Education program with Research Emphasis at Old Dominion University in Norfolk, VA. He is currently in his sixth year as a special education inclusion math teacher at a middle school in easter n Virginia. His interests include mathematics education of students with high incidence disabilities, STEM education of students with disabilities, and instruction of students with behavioral disorders.
  • Annemarie Horn, Ph.D. (Author) Old Dominion University
    Annemarie L. Horn, Ph.D. is an assistant professor in the Department of Communication Disorders and Special Education at Old Dominion University. She is a former special education teacher with experience teaching in inclusive and more restrictive settings at both the elementary and secondary levels. Dr. Horn’s research interests include teacher training and coaching, as well as increasing the application of evidence-based practice.
DOI
https://doi.org/10.64546/jaasep.467
Abstract
This study utilized a one-group pretest-post-posttest design (Allen, 2017) to examine the effects of the Hands-On Equations system on students’ abilities to solve multi-step equation problems following explicit classroom instruction on the skill. Participants consisted of four middle-school male students, all of whom received special education services and were educated in an inclusive general education 8th grade math class. Disability diagnoses included learning disability (LD), other health impairment (OHI), and autism spectrum disorder (ASD). All participants displayed task-initiation and completion difficulties, in addition to one student who displayed further behavioral difficulties. The intervention consisted of 24 small-group Hands-On Equations lessons focused on solving multi-step linear equations. A 10-item pre/posttest was used to evaluate participants’ performance. Results showed academic growth in three of the four participants following the Hands-On Equations intervention. Our findings, in addition to implications for research and practical application are discussed.
Keywords
Calculators, Equations (Mathematics), Grade 8, Inclusion, Instructional Effectiveness, Males
References

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There are 19 references in total.
How to Cite
Hendrickson, T. C., & Horn, A. (2021). Teaching Middle School Students with Disabilities to Solve Multi-Step Equations using the Hands-On Equations System. Journal of the American Academy of Special Education Professionals, 16(3), 70-83. https://doi.org/10.64546/jaasep.467

Fall 2021

Article Information

  • Article Type Articles
  • Submitted August 16, 2021
  • Published October 15, 2021
  • Issue Fall 2021
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