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Best practices for teaching mathematics to secondary students with special needs: Implications from teacher perceptions and a review of the literature

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dc.contributor.author Maccini, Paula
dc.contributor.author Gagnon, Joseph Calvin
dc.date.accessioned 2005-11-23T13:45:07Z
dc.date.available 2005-11-23T13:45:07Z
dc.date.issued 2000
dc.identifier.citation Maccini & Gagnon (2000) en
dc.identifier.uri https://hdl.handle.net/1920/278
dc.description.abstract The article addresses the results of open-ended responses from special and general education teachers regarding their perceptions of teaching secondary students with LD and/or EBD relative to the National Council of Teachers of Mathematics. The results are discussed relative to a comprehensive review of the literature for teaching secondary students with LD and/or EBD.
dc.format.extent 11252413 bytes
dc.format.mimetype application/pdf
dc.language.iso en
dc.publisher Focus on Exceptional Children en
dc.subject math instruction en_US
dc.subject learning disabilities en_US
dc.subject emotional disturbance en_US
dc.subject secondary education en_US
dc.title Best practices for teaching mathematics to secondary students with special needs: Implications from teacher perceptions and a review of the literature en
dc.type Article en


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