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Peer reviewed Peer reviewed
ERIC Number: EJ420666
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0305-5698
Number Competence and Communication Difficulty: A Vygotskian Analysis.
Daniels, Harry
Educational Studies, v16 n1 p49-59 1990
Explores implications of Vygotskian developmental model for teaching number concepts to children with communication difficulties. Postulates these children develop individualized learning strategies that reflect the context of their condition. Discusses a study involving number conservation among children with communication difficulties. Advocates flexible teaching strategies and curriculum sequence to meet individuals' instructional needs. (CH)
Descriptors: Cognitive Development, Cognitive Style, Communication Disorders, Communication Skills, Developmental Disabilities, Individual Development, Individualized Instruction, Learning Strategies, Learning Theories, Mathematics Education, Number Concepts, Primary Education, Psychological Studies, Special Education, Special Needs Students, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Vygotsky (Lev S)