Mathematics Instruction for Students With Disabilities
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Arithmetic Word Problem Solving
Automatization Scores
B C D
Category=JNS
Category=PB
Category=YPMF
cognitive strategy instruction
Collect Student Performance Data
Division Skills
Division Word Problems
educational psychology research
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Errors Counts
evidence-based math intervention for disabilities
Formal Classroom Experience
Fraction Strips
inclusive classroom strategies
learning intervention techniques
Math Weaknesses
Mathematics Learning Disabilities
NCTM Standard
Number Systems
Over Burden
Partitioning Sets
Partitive Division
quantitative reasoning
Solve Division Problems
Solve Fraction Problems
special education math
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Product details
- ISBN 9780805895797
- Weight: 110g
- Dimensions: 152 x 229mm
- Publication Date: 01 Sep 2003
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
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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.
John F. Cawley, Louise J. Cawley
