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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.
This book includes two main sections: a discussion of problem
solving and a section on computation with whole numbers. A primary
theme of the text is that problem solving sets the stage for
meaning and conceptual development with respect to numbers. The
section on problem solving includes numerous problem-solving
activities that have a dual purpose: the enhancement of language
comprehension and cognitive development, and the enrichment of
experiences in arithmetic problem solving. The section on
computation stresses the use of both traditional and alternative
arithmetic algorithms. The latter are introduced so as to provide
the teacher with a means to enhance performance in the area of
whole number arithmetic in such a way that the difficulties of the
student are circumvented. Providing a range of arithmetic
activities useful in both the general education and special
education settings, the book addresses needs of students in both
general education and special education.
This book includes two main sections: a discussion of problem
solving and a section on computation with whole numbers. A primary
theme of the text is that problem solving sets the stage for
meaning and conceptual development with respect to numbers. The
section on problem solving includes numerous problem-solving
activities that have a dual purpose: the enhancement of language
comprehension and cognitive development, and the enrichment of
experiences in arithmetic problem solving. The section on
computation stresses the use of both traditional and alternative
arithmetic algorithms. The latter are introduced so as to provide
the teacher with a means to enhance performance in the area of
whole number arithmetic in such a way that the difficulties of the
student are circumvented. Providing a range of arithmetic
activities useful in both the general education and special
education settings, the book addresses needs of students in both
general education and special education.
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