Mnemonic Strategies in Mathematics Instruction for Students with Learning Disabilities: A Narrative Review

被引：2

作者：

Boon, Richard T. ^{[1
]}

Urton, Karolina ^{[2
]}

Gruenke, Matthias ^{[3
]}

Rux, Thomas A. ^{[4
]}

机构：

[1] Univ Texas San Antonio, Dept Interdisciplinary Learning & Teaching, Coll Educ & Human Dev, Special Educ, San Antonio, TX 78249 USA

[2] Univ Wuppertal, Special Educ, Inst Educ Res, Wuppertal, Germany

[3] Univ Cologne, Special Educ, Dept Special Educ & Rehabil, Cologne, Germany

[4] Univ Texas San Antonio, Dept Interdisciplinary Learning & Teaching, Coll Educ & Human Dev, San Antonio, TX USA

来源：

LEARNING DISABILITIES-A MULTIDISCIPLINARY JOURNAL | 2019年 / 24卷 / 02期

关键词：

Mnemonics instruction; mathematics; learning disabilities; Grades K-12; narrative review; SECONDARY STUDENTS; INTERVENTIONS;

D O I：

10.18666/LDMJ-2019-V24-I2-9901

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This narrative review provides an overview of the research literature on the effectiveness of mnemonics in mathematics instruction for students with learning disabilities in a K-12 classroom. Eleven studies were identified in refereed journal articles and doctoral dissertations from 1975 to December 2018 that met the inclusion criteria. Overall findings of the studies on mnemonic strategies were positive to improve students' performance in mathematics instruction. Discussion of the findings and future research directions, limitations, and final thoughts on the importance of further study of mnemonics in mathematics instruction are presented.

引用

页码：49 / 62

页数：14

共 50 条

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