STIMULUS MANIPULATION VERSUS DELAYED FEEDBACK FOR TEACHING MISSING MINUEND PROBLEMS TO DIFFICULT-TO-TEACH STUDENTS
Αποθηκεύτηκε σε:
SMEETS, P.M., STIMULUS MANIPULATION VERSUS DELAYED FEEDBACK FOR TEACHING MISSING MINUEND PROBLEMS TO DIFFICULT-TO-TEACH STUDENTS. Research in Developmental Disabilities, Vol. 8, no. 2 (1987), p. 261-282.
Ref.
2926
Τοποθεσία:
SIIS R.775
Palabras clave:
Enfermedades mentales, Matemáticas, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje
Enfermedades mentales, Matemáticas, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje
Παρόμοια τεκμήρια: STIMULUS MANIPULATION VERSUS DELAYED FEEDBACK FOR TEACHING MISSING MINUEND PROBLEMS TO DIFFICULT-TO-TEACH STUDENTS
- USE OF CONSTANT DELAY IN TEACHING MULTIPLICATION FACTS TO STUDENTS WITH LEARNING DISABILITIES
- TEACHING MULTIPLICATION FACTS TO STUDENTS WITH LEARNING DISABILITIES: TEACHER-SELECTED VERSUS STUDENT-SELECTED MATERIAL PROMPTS WITHIN THE DELAY PROCEDURE
- TEACHING MULTIPLICATION FACTS TO STUDENTS WITH LEARNING PROBLEMS
- USING CONSTANT TIME DELAY PROCEDURES TO TEACH MULTIPLICATION FACTS
- THE USE OF UNRELATED INSTRUCTIVE FEEDBACK WHEN TEACHING IN A SMALL GROUP INSTRUCTIONAL ARRANGEMENT
- PROBLEM-SOLVING STRATEGIES FOR TEACHING MATHEMATICS TO DEAF STUDENTS