COGNITIVE STRATEGIES IN MATHEMATICS, PART II: TEACHING A MORE ADVANCED ADDITION STRATEGY TO AN EIGHT-YEAR-OLD GIRL WITH LEARNING DIFFICULTIES
Guardat en:
BRATEN, I., THRONDSEN, I.S., COGNITIVE STRATEGIES IN MATHEMATICS, PART II: TEACHING A MORE ADVANCED ADDITION STRATEGY TO AN EIGHT-YEAR-OLD GIRL WITH LEARNING DIFFICULTIES. SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, Vol. 42, no. 2 (1998), p. 151-175.
Ref.
69680
Localització:
SIIS R.1003
Palabras clave:
Discapacidad, Experiencias, Método educativo, Matemáticas, Problemas de aprendizaje
Discapacidad, Experiencias, Método educativo, Matemáticas, Problemas de aprendizaje
Ítems similars: COGNITIVE STRATEGIES IN MATHEMATICS, PART II: TEACHING A MORE ADVANCED ADDITION STRATEGY TO AN EIGHT-YEAR-OLD GIRL WITH LEARNING DIFFICULTIES
- MATHEMATICS. EN: STRATEGIES FOR TEACHING LEARNERS WITH SPECIAL NEEDS.
- PROBLEM-SOLVING STRATEGIES FOR TEACHING MATHEMATICS TO DEAF STUDENTS
- SELF-INVENTED ADDITION STRATEGIES BY CHILDREN WITH MENTAL RETARDATION
- THE DIFFERENTIAL EFFECTS OF TEACHING ADDITION THROUGH STRATEGY INSTRUCTION VERSUS DRILL AND PRACTICE TO STUDENTS WITH AND WITHOUT LEARNING DISABILITIES
- EVALUATING THE EVIDENCE BASE FOR COGNITIVE STRATEGY INSTRUCTION AND MATHEMATICAL PROBLEM SOLVING
- THE EFFECTS OF COGNITIVE AND METACOGNITIVE STRATEGY INSTRUCTION ON THE MATHEMATICAL PROBLEM SOLVING OF MIDDLE SCHOOL STUDENTS WITH LEARNING DISABILITIES