What Have We Funded? A Summary of Mathematics Research, FY 2006-FY 2014

Bibliographic Details
Title: What Have We Funded? A Summary of Mathematics Research, FY 2006-FY 2014
Language: English
Authors: National Center for Special Education Research (ED)
Source: National Center for Special Education Research. 2014.
Availability: National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site: http://ies.ed.gov/ncser/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2014
Document Type: Reports - Descriptive
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
High Schools
Descriptors: Students with Disabilities, Mathematics Achievement, Achievement Gap, Teaching Methods, Special Education, Educational Research, Intervention, Measurement, Middle Schools, Elementary Schools, High Schools, Mathematics Instruction, Low Achievement
Geographic Terms: Oregon, Texas, Kentucky, North Carolina (Charlotte), Arizona, Tennessee, Delaware
Abstract: Students with disabilities (SWD) lag behind their peers without disabilities at all grade levels in mathematics. This gap is more pronounced in Grade 8, with 65 percent of SWD performing below the basic performance level compared to 21 percent of their peers without disabilities (U.S. Department of Education, 2013). Identifying proven instructional practices and strategies that will close these persistent achievement gaps is a challenge facing nearly every school district in the U.S. today. The National Center for Special Education Research (NCSER) has funded 15 projects that focus on mathematics in special education. This report presents a summary of mathematics research funded by NCSER. [This report was summarized by Robert Ochsendorf.]
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2019
Accession Number: ED600471
Database: ERIC