Mathematics Instruction for Students With Disabilities
A Special Issue of exceptionality
Nonfiction, Reference & Language, Education & Teaching, Special Education
| Author: | ISBN: | 9781135483210 | |
| Publisher: | Taylor and Francis | Publication: | May 22, 2014 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781135483210 |
| Publisher: | Taylor and Francis |
| Publication: | May 22, 2014 |
| Imprint: | Routledge |
| Language: | English |
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.
