Math Instruction for Committed Youth Within Juvenile Correctional Schools

• NCJ Number: 216078
• Journal: Journal of Correctional Education Volume: 57 Issue: 3 Dated: September 2006 Pages: 210-229
• Author(s): Paula Maccini; Joseph Calvin Gagnon; Candace A. Mulcahy; Peter E. Leone
• Date Published: September 2006
• Length: 20 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This article describes instructional approaches for teaching mathematics to secondary students with learning disabilities (LD) and emotional disturbance (ED) in juvenile correctional settings.

Abstract

The authors note that the high prevalence of learning disabilities and other disabilities among the juvenile detention population underscores the need for empirically-validated instructional strategies for teaching mathematics to this population. The main findings indicate that all six instructional approaches under examination can be effective strategies for mathematics educators in correctional settings. Six research-based instructional approaches were observed in use within the juvenile correctional classroom and described: (1) advance organizers; (2) direct instruction; (3) use of technology and real-world problem solving tasks; (4) use of varied student grouping; (5) presenting information in a graduated instructional sequence; and (6) strategy instruction. Each instructional approach is described, followed by the authors’ observations of teachers in juvenile detention classroom settings. For example, advance organizers are instructions that help orient students to the lesson at hand by identifying lesson objectives and improving student motivation to learn the topic. During observations of a corrections mathematics course, the teacher was observed using two different types of advance organizers--visual and verbal--which helped improve student concentration. Implications for practice are identified and include the advice to: (1) use advance organizers; (2) incorporate direct instruction when designing and implementing lessons; (3) use technology and embed mathematics in real-world situations; (4) integrate calculators and calculator training into the instruction; (5) provide a variety of instructional groupings; (6) use a graduated instructional sequence that progresses from the use of concrete objects to semi-concrete and then abstract; and (7) incorporate strategy instruction to facilitate independent student learning. Figures, references