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Meta-Analysis of Geometry Intervention for Students with Intellectual disabilities, learning difficulties and learning disabilities
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지적장애, 학습부진 및 학습장애 학생의 도형학습 중재 연구 메타분석

논문 기본 정보

Type
Academic journal
Author
HyeJung Koh (위덕대학교) CHO YOUNGHEE (서울대학교)
Journal
Kacsn: Korean Association Of The Children With Special Need 특수아동교육연구 특수아동교육연구 제22권 제4호 KCI Accredited Journals
Published
2020.1
Pages
111 - 134 (24page)

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Meta-Analysis of Geometry Intervention for Students with Intellectual disabilities, learning difficulties and learning disabilities
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Purpose: This study synthesized geometry interventions for students with Intellectual disabilities, learning difficulties, and learning disabilities. Method: This study analyzed 19 domestic or international publications, of which 9 were group studies and 10 were single case studies. The effect size of the group study was calculated as Hedges’ g, and the effect size of the single subject study was calculated as Tau-U. Results: As the results, the experimental studies showed that the overall effect size was 0.3934, showing a small effect size. Also, there was no significant differences in the effect size, according to moderators, grade, disability, intervention method, and intervenor. On the contrary, the overall effect size of single case studies was Tau-U=9.333, showing a high effect size. Moreover, there was a difference in effect size according to grade, disability, intervention method. However, there was no moderating effect, according to intervenor and duration. Conclusion: This study discussed and suggested that the effective geometry interventions for students with Intellectual disabilities, learning difficulties, and learning disabilities.
#도형 #중재프로그램 #학습장애 #지적장애 #메타분석

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안소연 / 2016 / 3D 컴퓨터 드로잉 프로그램을 활용한 도형학습 프로그램이 수학학습부진학생의 공간능력에 미치는 영향 방안 / 학습장애연구 13(2):75~100 google schola 배헌중 / 2017 / 3D Visualization SW를 활용한 초등학교 쌓기나무 도형교육에 관한 연구 / 한국콘텐츠학회 논문지 17(6):71~80 dbpia Bergstrom, C. / 2016 / Geometry interventions for K-12 students with and without disabilities : a research synthesis / International Journal of Educational Research 80:134~154 google schola Boakes, N. J. / 2009 / Origami instruction in the middle school mathematics classroom : Its impact on spatial visualization and geometry knowledge of students / RMLE Online 32(7):1~12 google schola Browder, D. M. / 2012 / Grade-aligned math instruction for secondary students with moderate intellectual disability / Education and Training in Autism and Developmental Disabilities 47(3):373~388 google schola

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