MARC Record from marc_columbia

LEADER: 03391cam a2200565 i 4500
001 16905277
005 20221112230750.0
006 m o d
007 cr cnu---unuuu
008 140611s2003 njua ob 000 0 eng d
035 $a(OCoLC)ocn881285938
035 $a(NNC)16905277
040 $aN$T$beng$erda$epn$cN$T$dYDXCP$dEBLCP$dOCLCQ$dOCLCF$dOCLCQ$dK6U$dOCLCO$dOCLCQ
019 $a881569372
020 $a9781135483142$q(electronic bk.)
020 $a1135483140$q(electronic bk.)
020 $z0805895795
020 $z9780805895797
035 $a(OCoLC)881285938$z(OCoLC)881569372
050 4 $aQA135.5$b.M288 2003eb
072 7 $aEDU$x010000$2bisacsh
082 04 $a372.7$222
049 $aZCUA
245 00 $aMathematics instruction for students with disabilities /$cJohn F. Cawley and Louise J. Cawley, guset editors.
246 1 $iAt head of title:$aSpecial issue
264 1 $aMahwah, N.J. :$bL. Erlbaum,$c[2003]
300 $a1 online resource (129 unnumbered pages -189 pages) :$billustrations
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
500 $aCover title.
500 $a"Exceptionality: a Special Education Journal, Volume 11, Number 3, 2003."
504 $aIncludes bibliographical references.
505 0 $aIntroduction to the special issue / John F. Cawley and Louise J. Cawley -- About the mathematics of division : implications for students with disabilities / Teresa E. Foley and John F. Cawley -- Using explicit and strategic instruction to teach division skills to students with disabilities / Diane Pedrotty Bryant, Paula Hartman, and Sun A. Kim -- Teaching division to students with learning disabilities : a constructivist approach / Marjorie Montague -- Understanding the concept of "division" : assessment considerations / Rene S. Parmar.
588 0 $aPrint version record.
520 $aThis 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.
650 0 $aMathematics$xStudy and teaching (Elementary)
650 0 $aDivision$xStudy and teaching (Elementary)
650 0 $aChildren with disabilities$xEducation$xMathematics.
650 6 $aDivision$xÉtude et enseignement (Primaire)
650 6 $aEnfants handicapés$xÉducation$xMathématiques.
650 7 $aEDUCATION$xElementary.$2bisacsh
650 7 $aDivision$xStudy and teaching (Elementary)$2fast$0(OCoLC)fst00895796
650 7 $aMathematics$xStudy and teaching (Elementary)$2fast$0(OCoLC)fst01012272
700 1 $aCawley, John F.
700 1 $aCawley, Louise J.
730 02 $aExceptionality.
776 08 $iPrint version:$tMathematics instruction for students with disabilities$z9780805895797$w(OCoLC)54663306
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio16905277$zTaylor & Francis eBooks
852 8 $blweb$hEBOOKS