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The Effects of the Explicit Inquiry Routine on the Performance of Students with Learning Disabilities on One-Variable Equations

Scheuermann, A.M., Deshler, D.D., & Schumaker, J.B. (2009). The effects of the explicit inquiry routine on the performance of students with learning disabilities on one-variable equations. Learning Disability Quarter, 32(2), 103-120.

Topic: Content Enhancement
Subcategory: Research
Summary: This study determined the effects on student performance of a teaching routine integrating validated mathematical teaching practices from general education and special education. Results indicated that students’ scores increased, students maintained gains for up to 11 weeks after instruction, and students transferred skills to other contexts.

 

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