Literaturnachweis - Detailanzeige
Autor/inn/en | Kelly, Bernadette; und weitere |
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Titel | Student Error Patterns as a Function of Curriculum Design: Teaching Fractions to Remedial High School Students and High School Students with Learning Disabilities. |
Quelle | In: Journal of Learning Disabilities, 23 (1990) 1, S.23-29Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Curriculum Design; Educational Principles; High Schools; Instructional Effectiveness; Learning Disabilities; Remedial Mathematics; Theory Practice Relationship; Underachievement |
Abstract | The study found that a curriculum which incorporated three empirically derived principles of curriculum design (e.g., use of a wide range of examples to illustrate each concept) was significantly more effective than a basal approach in teaching fractions concepts to 40 low-performing or learning-disabled high school students. (Author/DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |