Effects of algebra scores of students with mild/moderate disabilities after the implementation of traditional instruction followed by CAP mnemonic instruction.

摘要

tudents with mild/moderate disabilities have a difficult time with math performance. Mnemonics may improve students' math performance. This study examines the effects of the CAP mnemonic instruction on students with mild/moderate disabilities' algebra scores, after traditional instruction in solving for the variable in algebraic equations had been provided to the students who are in a resource math class. Two seventh grade students in the Resource Specialist Program from Parks Junior High School in the Fullerton Elementary School District were the participants in this study. They were matched for age, grade, and achievement test scores from the California Achievement Test Six and the Woodcock-Johnson Achievement Test. It appeared that Student