This special issue focuses on mathematics for students with disabilities, particularly on the topic of division. The articles discuss a number of curricula and instructional practices that have direct and meaningful implications for the classroom. They also serve as a foundation for the development of research into effective intervention practices. As a whole this issue provides an opportunity to extract selected features of instruction from the articles found herein and to contrast the effectiveness of two distinct instructional approaches--constructivism and direct/explicit instruction.
This special issue focuses on mathematics for students with disabilities, particularly on the topic of division. The articles discuss a number of curricula and instructional practices that have direct and meaningful implications for the classroom. They also serve as a foundation for the development of research into effective intervention practices. As a whole this issue provides an opportunity to extract selected features of instruction from the articles found herein and to contrast the effectiveness of two distinct instructional approaches--constructivism and direct/explicit instruction.
Mathematics Instruction for Students With Disabilities: A Special Issue of exceptionality
64Mathematics Instruction for Students With Disabilities: A Special Issue of exceptionality
64eBook
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Product Details
ISBN-13: | 9781135483210 |
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Publisher: | Taylor & Francis |
Publication date: | 05/22/2014 |
Sold by: | Barnes & Noble |
Format: | eBook |
Pages: | 64 |
File size: | 2 MB |