A Graduate Research Project By Theresa L. Lemus Santos

The overarching problem is that students with disabilities have difficulty learning multiplication facts. Why??

Existing Research… / Smith and Smith, retention and comprehension / Masoura, working memory / Burns, Processing / Stading and Williams, use counting / Smith and Smith, retention and comprehension / Masoura, working memory / Burns, Processing / Stading and Williams, use counting

How do students with disabilities learn best? Williams and Collins, 1994  3 modalities  3 stages

Using the Research of… / Williams and Collins, 1994 / Brookhart, Andolina, Zuza, and Furman, Self assessment To design a program to teach multiplication facts… / Williams and Collins, 1994 / Brookhart, Andolina, Zuza, and Furman, Self assessment To design a program to teach multiplication facts…

In this stage, multiplication facts revolve around a physical model of a key. FOR EXAMPLE: 3 x 6 would be…

18

Varies from the concrete stage

Presents the facts in their traditional form. 3 x 6 = 18

The Groups / Students with Disabilities Experimental and Control Group Consist of 7 students each / General Education Students Experimental and Control Group Consist of 20 and 21 students respectively / Students with Disabilities Experimental and Control Group Consist of 7 students each / General Education Students Experimental and Control Group Consist of 20 and 21 students respectively

The Instruction / Two 30-minute sessions per week / Experimental Group: The program / Control Group: Traditional flash cards / The Hypothesis  Pre-test/Post-test  Fact quizzes and student self-assessment / Two 30-minute sessions per week / Experimental Group: The program / Control Group: Traditional flash cards / The Hypothesis  Pre-test/Post-test  Fact quizzes and student self-assessment

MSDtp Experimental group Control group Table 1. Results of t-Test for Independent Means: Students with Disabilities

MSDtp Experimental group Control group Table 1. Results of t-Test for Independent Means: General Education Students

The Results / Pre-test scores low / Means of the Posttests / T-test results / Pre-test scores low / Means of the Posttests / T-test results

/ Use of multi-sensory approach / Concrete to Symbolic / Student Self-assessment / Use of multi-sensory approach / Concrete to Symbolic / Student Self-assessment

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