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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.
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