Abstract
A primary challenge encountered by students with disabilities in mathematics relates to their inherent limitations in working memory capacities. Memory-strengthening strategies are helpful to students who need to improve mathematics retention. This article discusses enhancing mathematics learning outcomes for students with disabilities in rural settings by implementing an evidence-based and accessible practice—interleaved practice format (IPF)—facilitated through technology. We illustrate the application of this approach using three computer software tools: IXL Learning, KUTA, and ChatGPT.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 219-226 |
| Number of pages | 8 |
| Journal | Journal of Special Education Technology |
| Volume | 40 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 2025 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
All Science Journal Classification (ASJC) codes
- Education
- Computer Science Applications
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