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Book part
Publication date: 29 June 2016

Paul J. Riccomini, Jiwon Hwang and Stephanie Morano

While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving…

Abstract

While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving tasks are much more challenging to remediate than computational and procedural skills. Given the complexities involved in authentic problem-solving activities emphasized in current mathematics standards and the inherent challenges presented to students with LD, the importance of using strategies and techniques guided by evidence-based practices is paramount. Yet, ineffective instructional strategies for problem solving are still widespread in both mathematics curricula and available teacher resources. In this chapter, we provide a description of a commonly used ineffective problem-solving strategy (i.e., the keyword strategy), an overview of the keyword research, and an explanation for its ineffectiveness. We conclude with a description of three evidenced-based problem-solving approaches and practices that significantly improve the mathematical performance of students with LD.

Details

Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

Keywords

Content available
Book part
Publication date: 29 June 2016

Abstract

Details

Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

Book part
Publication date: 7 July 2017

David Evans

Being numerate involves the ability to use mathematical knowledge meaningfully across multiple contexts allowing us to order our day, optimise our health and well-being, and…

Abstract

Being numerate involves the ability to use mathematical knowledge meaningfully across multiple contexts allowing us to order our day, optimise our health and well-being, and function in technology rich environments. Addressing numeracy from the early years of learning, and across all areas of the education curriculum, is key to lifelong learning and quality of life. Being numerate, however, is more than mathematical knowledge; the language that underpins it heavily impacts how we become numerate. This chapter examines numeracy, or mathematical literacy, investigating how literacy can include, and exclude, students from opportunities to learn at school and beyond. This chapter will also examine how numeracy can be used to provide access to educational curricula and personalised goals for students with diverse learning needs in ways that many have ignored.

Details

Inclusive Principles and Practices in Literacy Education
Type: Book
ISBN: 978-1-78714-590-0

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Article
Publication date: 24 May 2022

Nimmi P. M., Paul V. Mathew and William E. Donald

The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a…

Abstract

Purpose

The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students.

Design/methodology/approach

ASAP is applied as a case study to examine the employability enhancement initiative in India.

Findings

Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students’ technical and skill development can help overcome local and national talent shortages.

Originality/value

The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided.

Details

Journal of International Education in Business, vol. 15 no. 2
Type: Research Article
ISSN: 2046-469X

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