Perceptions and application of NCTM's standards by special and general education teachers: Implications for practice for secondary students with emotional and learning disabilities

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dc.contributor.authorMaccini, Paula
dc.contributor.authorGagnon, Joseph Calvin
dc.date.accessioned2005-11-24T22:51:47Z
dc.date.available2005-11-24T22:51:47Z
dc.date.issued2002
dc.description.abstractThe article addresses the findings of a state-level survey that focuses on special and general education teacher perceptions regarding teaching secondary students with LD and/or EBD relative to the National Council of Teachers of Mathematics. Implications for practice and future research are discussed.
dc.format.extent125151 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.citationMaccini & Gagnon, 2002
dc.identifier.urihttps://hdl.handle.net/1920/289
dc.language.iso
dc.publisherExceptional Childrenen
dc.subjectMathematics
dc.subjectLearning disabilities
dc.subjectEmotional disturbance
dc.subjectInstruction
dc.subjectSecondary education
dc.titlePerceptions and application of NCTM's standards by special and general education teachers: Implications for practice for secondary students with emotional and learning disabilities
dc.typeArticle

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