{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5375"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5375","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Evidence-based practices for teaching mathematics to students with disabilities","abstract":"This research study examines the effectiveness of three evidence-based strategies on students with disabilities. The participants include five students in a self-contained special education classroom. Depending on ability levels, the participants were exposed to one or more of the evidence-based strategies which included; self-regulation, concrete-representational-abstract, and copy, cover, compare. The research study found that students need a considerable amount of instruction and assistance for using the self-regulation strategy and its corresponding checklist. However, the concrete-representational-abstract strategy as well as the copy, cover, compare strategy proved to be beneficial in helping students to efficiently count coin money to a designated amount using the fewest amount of coins possible.","abstract_html":"This research study examines the effectiveness of three evidence-based strategies on students with disabilities. The participants include five students in a self-contained special education classroom. Depending on ability levels, the participants were exposed to one or more of the evidence-based strategies which included; self-regulation, concrete-representational-abstract, and copy, cover, compare. The research study found that students need a considerable amount of instruction and assistance for using the self-regulation strategy and its corresponding checklist. However, the concrete-representational-abstract strategy as well as the copy, cover, compare strategy proved to be beneficial in helping students to efficiently count coin money to a designated amount using the fewest amount of coins possible.","abstract_has_math":false,"creators":["Figliole, Daniel M."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Corey, Mary E."],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-08-01","date_published":"2013-08-01","updated_at":"2026-07-27T19:01:18Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5375","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Corey, Mary E."]},{"key":"dc:creator","label":"Author","values":["Figliole, Daniel M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T21:51:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T21:51:35Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-08-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/5375"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research study examines the effectiveness of three evidence-based strategies on students with disabilities. The participants include five students in a self-contained special education classroom. Depending on ability levels, the participants were exposed to one or more of the evidence-based strategies which included; self-regulation, concrete-representational-abstract, and copy, cover, compare. The research study found that students need a considerable amount of instruction and assistance for using the self-regulation strategy and its corresponding checklist. However, the concrete-representational-abstract strategy as well as the copy, cover, compare strategy proved to be beneficial in helping students to efficiently count coin money to a designated amount using the fewest amount of coins possible."]},{"key":"dc:title","label":"Title","values":["Evidence-based practices for teaching mathematics to students with disabilities"]}]}],"canonical_facts":{"dc:contributor.advisor":["Corey, Mary E."],"dc:creator":["Figliole, Daniel M."],"dc:date.accessioned":["2021-09-07T21:51:35Z"],"dc:date.available":["2021-09-07T21:51:35Z"],"dc:date.issued":["2013-08-01"],"dc:description.abstract":["This research study examines the effectiveness of three evidence-based strategies on students with disabilities. The participants include five students in a self-contained special education classroom. Depending on ability levels, the participants were exposed to one or more of the evidence-based strategies which included; self-regulation, concrete-representational-abstract, and copy, cover, compare. The research study found that students need a considerable amount of instruction and assistance for using the self-regulation strategy and its corresponding checklist. However, the concrete-representational-abstract strategy as well as the copy, cover, compare strategy proved to be beneficial in helping students to efficiently count coin money to a designated amount using the fewest amount of coins possible."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5375"],"dc:language.iso":["en_US"],"dc:title":["Evidence-based practices for teaching mathematics to students with disabilities"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:01:18Z"}