Mathematics Instruction for Secondary Students with Learning Disabilities-Reference-Cited by-同舟云学术

Mathematics Instruction for Secondary Students with Learning Disabilities

Published:1997-03 Issue:2 Volume:30 Page:151-163
ISSN:0022-2194
Container-title:Journal of Learning Disabilities
language:en
Short-container-title:J Learn Disabil

Author:

Jones Eric D.¹,Wilson Rich²,Bhojwani Shalini³

Affiliation:

1. Eric D. Jones, EdD, is a professor in the Department of Special Education at Bowling Green State University, Bowling Green, Ohio. His research interests include applications of behavior analysis to the design and delivery of instruction for students with learning difficulties.

2. Rich Wilson, PhD, is a professor in the Department of Special Education at Bowling Green State University. His research interests include mathematics instruction and behavior management for students with learning difficulties and behavior disorders.

3. Shalini Bhojwani is a master's degree student in the Department of Special Education at Bowling Green State University and a teacher of students with severe behavior disorders at the Alternate Learning Center in Toledo, Ohio. Address: Eric D. Jones, Department of Special Education, Bowling Green State University, Bowling Green, OH 43403.

Abstract

Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction. This article will discuss techniques that have been demonstrated to be effective with secondary students who have learning disabilities in mathematics.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health(social science)

Link

http://journals.sagepub.com/doi/pdf/10.1177/002221949703000203

Reference82 articles.

1. Analysis of Mathematics Competence of Learning Disabled Adolescents

2. Constructivism, Socioculturalism, and Popper's World 3

3. A Comparison of Two Approaches for Teaching Complex, Authentic Mathematics Problems to Adolescents in Remedial Math Classes

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