Mathematics Instruction for Students With Disabilities

A Special Issue of exceptionality
Erscheinungsjahr 2003
ISBN: 978-0-8058-9579-7
Verlag: Routledge

Buch, Englisch, 62 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 106 g

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.

Autoren/Hrsg.

Cawley, John F.

Cawley, Louise J.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Mathematik | Informatik Mathematik Mathematik Allgemein

Inhaltsverzeichnis

Volume 11, Number 3, 2003
Contents: J.F. Cawley, L.J. Cawley, Introduction to the Special Issue. T.E. Foley, J.F. Cawley, About the Mathematics of Division: Implications for Students With Disabilities. D.P. Bryant, P. Hartman, S.A. Kim, Using Explicit and Strategic Instruction to Teach Division Skills to Students With Learning Disabilities. M. Montague, Teaching Division to Students With Learning Disabilities: A Constructivist Approach. R.S. Parmar, Understanding the Concept of Division: Assessment Considerations.

Über Autor(innen)

John F. Cawley, Louise J. Cawley