Melissa Rachel Siegel
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Dyscalculia and the new CCSS for mathematics are interconnected in regards to the second question asked about the standards. The CCSS-M have implications for instruction that correspond with instructional strategies that are suggested as modifications for students with dyscalculia. Real world applications can move the lesson from a lecture to visual, auditory and kinesthetic aspects to the lessons, depending on the topic. These aspects have shown to help these students. The conceptual focus with the CCSS-M implies a teaching strategy that moves from teaching the procedure to teaching the mathematical concepts, and the reasoning for the procedure, rather than just simply the steps. The possible connections between the implications of instructional strategies by the CCSS-M and the strategies used to support students with dyscalculia is the basis of this undergraduate research honors thesis. The results of this study will contribute to the current research by proposing a positive correlation between the implementation of the CCSS-M, and academic achievement by students with dyscalculia. Since both topics are relatively new in terms of educational practice, it is a very relevant topic in educational research because it has the potential to contribute to the literature in education and educational policy in the United States. The purpose of the study is to identify what instructional strategies using the Common Core State Standards will best support students with dyscalculia. This study could influence classroom application and practice, as well as increase awareness of dyscalculia.
Mary Catherine Sableski
Primary Advisor's Department
Stander Symposium poster
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"Research exercise: The implications for instruction under The Common Core State Standards in Mathematics and the effect on students with Dyscalculia" (2015). Stander Symposium Posters. 657.
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