INTRODUCING ALGEBRA THROUGH THE GRAPHICAL REPRESENTATION OF FUNCTIONS: A STUDY AMONG LD STUDENTS.

Sauriol, Jennifer.
2017-04-24T15:11:17.233Z

Abstract: This longitudinal study evaluates the impact of a new Algebra 1 course at a High School for language-based learning-disabled (LD) students. The new course prioritized the teaching of relationship graphs and functions as an introduction to algebra. Across three studies, the dissertation documents and evaluates the progress made by LD high school students in Algebra 1 on the interpretation... read more

Subjects
Tufts University. Department of Education.
Permanent URL
http://hdl.handle.net/10427/012258
ID: tufts:21996
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