| Description |
1 online resource (129 unnumbered pages -189 pages) : illustrations |
| Contents |
Introduction to the special issue / John F. Cawley and Louise J. Cawley -- About the mathematics of division : implications for students with disabilities / Teresa E. Foley and John F. Cawley -- Using explicit and strategic instruction to teach division skills to students with disabilities / Diane Pedrotty Bryant, Paula Hartman, and Sun A. Kim -- Teaching division to students with learning disabilities : a constructivist approach / Marjorie Montague -- Understanding the concept of "division" : assessment considerations / Rene S. Parmar |
| Summary |
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 |
| Notes |
Cover title |
|
"Exceptionality: a Special Education Journal, Volume 11, Number 3, 2003." |
| Bibliography |
Includes bibliographical references |
| Notes |
Print version record |
| Subject |
Mathematics -- Study and teaching (Elementary)
|
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Division -- Study and teaching (Elementary)
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Children with disabilities -- Education -- Mathematics
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EDUCATION -- Elementary.
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Division -- Study and teaching (Elementary)
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Mathematics -- Study and teaching (Elementary)
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| Form |
Electronic book
|
| Author |
Cawley, John F
|
|
Cawley, Louise J
|
| ISBN |
9781135483142 |
|
1135483140 |
|
