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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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Postsecondary opportunities for young adults with developmental disabilities (DD) are increasing, yet many individuals with intellectual disability (ID) or autism spectrum disorder (ASD) enter college with significant gaps in mathematics, particularly in word-problem solving. These gaps restrict students’ ability to fully benefit from higher education and diminish their prospects for independent, high‑quality lives. Grounded in an explicit-instruction framework, this study evaluated a schema-based intervention (SBI) delivered through a concrete–representational–abstract (CRA) sequence to remediate geometric word-problem deficits. A randomized, response-guided multiple-baseline design across three participants (ages 18–25; IQ = 68–84) enrolled in a two-year postsecondary education program assessed the intervention’s effects. The dependent variable was the number of correctly completed solution steps on worksheets requiring students to find the area of rectangles. Masked visual analysis and a randomization test confirmed a functional relation between the intervention and improved performance. All participants demonstrated rapid gains, and generalized the skills to novel problem contexts.

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Exploring the use of ChatGPT in lesson preparation by pre-service middle school mathematics teachers : opportunities and challenges İpek Saralar, İlyas Karadeniz p. 95-120

Teaching mathematics for creativity : an analysis of pre-service teachers’ problem posing and digital mathematical modeling Miriam Sanders, Michelle Kwok, Micayla Gooden, Eric Rivera Rodriguez, Dawn Parker p. 121-158

Pre-service teachers’ reflections on teaching mathematics : an asset-based analysis Tye G. Campbell, Sheunghyun Yeo p. 159-176

Developing an instrument of assessing the middle school students' perceptions of moral education in mathematics Yanhui Xu p. 177-197

Effects of SBI + CRA on math problem solving for young adults with intellectual disability Youjia Hua, Derek Rodgers, Kristin Panos p. 199-215

Rehearsing to develop student reasoning : supporting pre-service teachers’ mathematical questioning through number talks Jessica Jensen, Katie Paulding p. 217-231

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