Using complex learning tasks to build procedural fluency and financial literacy for young people with intellectual disability

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    2 Citations (Scopus)

    Abstract

    In this study, we investigate a program designed for young adults with intellectual disability to learn how to calculate the value of a collection of coins and notes with procedural fluency. In the first half of the paper, we establish the importance of financial literacy for people with intellectual disability and the need to address mathematical foundations using approaches that build procedural fluency. In the second half of the paper, we present findings from an analysis of pre-service teachers’ weekly reflections after having just tutored a student in the program. Using educational design research, we articulate how students build procedural fluency and what supports this type of learning. This paper will be of interest to researchers and practitioners alike who are looking to apply the latest findings on effective pedagogies to the field of inclusive education.

    Original languageEnglish
    Pages (from-to)163-181
    Number of pages19
    JournalMathematics Education Research Journal
    Volume33
    DOIs
    Publication statusPublished - Mar 2021

    Keywords

    • Complex learning
    • Financial literacy
    • Intellectual disability
    • Money
    • Procedural fluency

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