Abstract

The study of linear relationships is foundational for mathematics teaching and learning. However, students' abilities to connect different representations of linear relationships have proven to be challenging. In response, a computer-based instructional sequence was designed to support students' understanding of the connections among representations. In this paper we report on the affordances of this dynamic mode of representation specifically for students with learning disabilities. We outline four results identified by teachers as they implemented the online lessons. [This document was originally published as Beatty, R., & Bruce, C. D. (2011). Supporting students with learning disabilities to explore linear relationships using online learning objects. In B. Ubuz (Ed.), "Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education" (Vol. 2, pp. 129-136). Ankara, Turkey: PME.]

Citation

Beatty, R. & Bruce, C.D. (2012). Supporting Students with Learning Disabilities to Explore Linear Relationships Using Online Learning Objects. PNA, 7(1), 21-39. Retrieved July 3, 2022 from https://www.learntechlib.org/p/160039/.

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Keywords

• algebra
• Animation
• Concept Formation
• electronic learning
• focus groups
• Grade 7
• Grade 8
• Hypothesis Testing
• Inclusion
• Interviews
• learning disabilities
• Mathematical Concepts
• mathematics education
• Mathematics Instruction
• Middle School Students
• Pretests Posttests
• Rote Learning
• Secondary School Mathematics
• Self Esteem
• Student Improvement
• teaching methods
• thinking skills
• Web Based Instruction