Author ORCID Identifier
Semester
Fall
Date of Graduation
2024
Document Type
Dissertation
Degree Type
EdD
College
College of Applied Human Sciences
Department
Special Education
Committee Chair
Melissa Sherfinski
Committee Co-Chair
Kimberly Floyd
Committee Member
Johnna Bolyard
Committee Member
Sarah Selmer
Abstract
Students with high-incidence disabilities enrolled in public Montessori elementary schools do not always make adequate growth in mathematics using traditional Montessori materials and instruction. While direct instruction methods are not typically used in a Montessori setting, such teaching practices have been proven to be successful when teaching students with disabilities.
This study analyzed the effects of an evidence-based math intervention, TouchMath®, on the addition fact fluency and acquisition of double-digit addition skills of elementary students with disabilities who receive small-group special education instruction in a public Montessori school. The students’ confidence levels before and after receiving the intervention was assessed to determine student perceptions of the impact of TouchMath® intervention on their mathematics skill development. Results from this study may extend the literature for use of the TouchMath® program by special education teachers in Montessori schools as a means to support the math skill development of students with high-incidence disabilities.
Recommended Citation
Cox, Anne M., "Using TouchMath® as an Intervention for Students with Disabilities at a Public Montessori School" (2024). Graduate Theses, Dissertations, and Problem Reports. 12647.
https://researchrepository.wvu.edu/etd/12647