Abstract
A review of six published studies on algebra interventions for students with learning disabilities (LD) revealed that successful interventions included instruction on domain-specific knowledge, as well as general problem-solving and self-regulation strategies. Promising practices include sequential introduction of word problems through concrete, semi-concrete, and abstract phases, and peer feedback. Use of selected computer-assisted programs also may hold promise. These findings are discussed in the context of the requirements of successful algebra performance, developmental problem-solving literature (Mayer, 1989; Schoenfeld, 1992), and characteristics of students with LD.
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