This special issue focuses on mathematics for students with disabilities, particularly on the topic of division. The articles discuss a number of curricula and instructional practices that have direct and meaningful implications for the classroom. They also serve as a foundation for the development of research into effective intervention practices. As a whole this issue provides an opportunity to extract selected features of instruction from the articles found herein and to contrast the effectiveness of two distinct instructional approaches--constructivism and direct/explicit instruction.

Book Information
ISBN 9780805895797
Author John F. Cawley
Format Paperback
Page Count 64
Imprint Routledge Member of the Taylor and Francis Group
Publisher Taylor & Francis Inc
Weight(grams) 91g