MA Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Kuder, S. Jay
Education--Standards; Science--Study and Teaching; Attention-deficit-disordered children
Science and Mathematics Education | Special Education and Teaching
The purpose of this study was to implement two components of the Next Generation Science Standards, gathering and reasoning, into the 5th grade math curriculum for students diagnosed with ADHD. Each student completed a 21st Century pre-assessment created by the My Math Text book (McGraw Hill, 2011) and modified by the instructor. This assessment contained 10 questions that were a culmination of the concepts that were covered in the upcoming chapter. A total of 8 students participated in the study. Of these, 4 were taught with the components of gathering and reasoning, while the rest of the 4 were involved in traditional instruction without these components. A pre-and post control group design was used in the study. The results indicated that the students learning with the components of gathering and reasoning gained slightly higher scores on the post-assessment compared to those without the components of gathering and reasoning. It seems that the components of gathering and reasoning did not have a major impact on student math scores, however using the components, students were more engaged and enjoyed in learning new concepts. Further research is recommended to determine if the components of gathering and reasoning would have a long-term effect on students with ADHD and their math performance.
Zimmer, Robert, "Effects of implementation of the Next Generation Science Standards on the math performance of 5th grade students with ADHD" (2017). Theses and Dissertations. 2398.