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Beyond Mathematics Interventions: A Look at the Perceptions and Thought Processes of Secondary Students with Learning Disabilities or at Risk for Mathematics Difficulties

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dc.contributor.advisor Regan, Kelley S.
dc.contributor.author Hay, Damali
dc.creator Hay, Damali
dc.date.accessioned 2015-07-29T18:41:03Z
dc.date.available 2015-07-29T18:41:03Z
dc.date.issued 2015
dc.identifier.uri https://hdl.handle.net/1920/9675
dc.description.abstract The purpose of this mixed-methods research study was to understand the perceptions and thought processes of a group of secondary students with learning disabilities (LD) or at risk for mathematics difficulties. Using quantitative and qualitative methods, the researcher explored the phenomenon of how a group of students perceived mathematics and thought mathematically, which included measuring students’ attitude toward mathematics, knowledge of math, and students’ thought process when performing mathematical tasks. Data were collected through a demographic questionnaire, math attitude inventory, a math diagnostic test, a clinical interview, and a semistructured interview. A convenience sampling followed by a purposeful selection was used in selecting students from secondary schools in a northeastern part of the United States. This study consisted of six students diagnosed with a specific learning disability (LD) and two students at risk for mathematics difficulties. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed through an inductive analysis consisting of a constant comparative analysis method. A collective set of common procedural and mathematical errors were identified across participants and addressed. In addition, three themes that influenced the perceptions of students with LD and students at risk for mathematics difficulties about math were identified: (a) motivational factors, (b) teacher characteristics, and (c) instructional approaches. Implications for future research, policy makers, schools, and teachers are discussed. Limitations and suggestions for further research are also presented.
dc.format.extent 302 pages
dc.language.iso en
dc.rights Copyright 2015 Damali Hay
dc.subject Education en_US
dc.subject Special education en_US
dc.subject Mathematics en_US
dc.subject Attitude towards math en_US
dc.subject Learning Disabilities en_US
dc.subject Math en_US
dc.subject Mathematics thinking en_US
dc.subject Secondary Students en_US
dc.subject Special Education en_US
dc.title Beyond Mathematics Interventions: A Look at the Perceptions and Thought Processes of Secondary Students with Learning Disabilities or at Risk for Mathematics Difficulties
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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