CONCEPTUALIZING ADDITION. ARITHMETIC INSTRUCTION FOR CHILDREN IN SPECIAL EDUCATION CLASSES CAN BE MORE THANDRILL ON NUMBER FACTS AND COMPLICATIONS
Spremljeno u:
FLEXER, R.J., CONCEPTUALIZING ADDITION. ARITHMETIC INSTRUCTION FOR CHILDREN IN SPECIAL EDUCATION CLASSES CAN BE MORE THANDRILL ON NUMBER FACTS AND COMPLICATIONS. TEACHING EXCEPTIONAL CHILDREN, Vol. 21, no. 4 (1989), p. 21-25.
Ref.
11256
Lokacija:
SIIS R.410 Depósito (32)
Palabras clave:
Educación especial, Enfermedades mentales, Método educativo, Matemáticas, Necesidades educativas especiales, Problemas de aprendizaje
Educación especial, Enfermedades mentales, Método educativo, Matemáticas, Necesidades educativas especiales, Problemas de aprendizaje
Slični predmeti: CONCEPTUALIZING ADDITION. ARITHMETIC INSTRUCTION FOR CHILDREN IN SPECIAL EDUCATION CLASSES CAN BE MORE THANDRILL ON NUMBER FACTS AND COMPLICATIONS
- NUMBER SENSE: RETHINKING ARITHMETIC INSTRUCTION FOR STUDENTS WITH MATHEMATICAL DISABILITIES
- INTRODUCING NUMBER AND ARITHMETIC CONCEPTS WITH NUMBER STICKS
- FROM COUNTING TO ARITHMETIC: THE DEVELOPMENT OF EARLY NUMBER SKILLS
- CURRICULUM-BASED ASSESSMENT AND INSTRUCTION IN ARITHMETIC
- TEACHING IMPULSIVE CHILDREN WITH ARITHMETIC DEFICITS IN SPECIAL EDUCATION: A SELF-INSTRUCTIONAL TRAINING PROGRAM
- FACTORS ASSOCIATED WITH ARITHMETIC-AND-READING DISABILITY AND SPECIFIC ARITHMETIC DISABILITY