Second Invited Response: Students with Disabilities and Mathematics Education Reform—Let the Dialogue Begin

This response to EC 607 382 stresses the value of dialog between mathematics educators and special educators and raises three concerns about the standards of the National Council of Teachers of Mathematics (NCTM). Cognitive strategy instruction is recommended as an effective approach for teaching pr...

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Veröffentlicht in:	Remedial and special education 1993-11, Vol.14 (6), p.20-23
1. Verfasser:	Hutchinson, Nancy L.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Standards Cognitive Structures Disabilities Educational Change Educational Quality Instructional Effectiveness Learning Strategies Mathematics Instruction National Council of Teachers of Mathematics Regular and Special Education Relationship
Online-Zugang:	Volltext
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Beschreibung
Zusammenfassung:	This response to EC 607 382 stresses the value of dialog between mathematics educators and special educators and raises three concerns about the standards of the National Council of Teachers of Mathematics (NCTM). Cognitive strategy instruction is recommended as an effective approach for teaching problem solving to students with disabilities. (DB)
ISSN:	0741-9325 1538-4756
DOI:	10.1177/074193259301400605