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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ493009
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
Implications of Constructivism for Teaching Math to Students with Moderate to Mild Disabilities.
Mercer, Cecil D.; And Others
Journal of Special Education, v28 n3 p290-306 Fall 1994
This article examines constructivism in terms of the learner, the content, teacher-student interactions, motivation, and assessment; evaluates mathematics standards and their sensitivity to students with mild/moderate disabilities; and identifies 19 instructional components derived from constructivism, focusing on teacher behaviors, teacher modeling of explicit strategies, teacher-student interactions, instructional content, and learning factors. (Author/JDD)
Descriptors: Academic Standards, Constructivism (Learning), Disabilities, Elementary Secondary Education, Instructional Development, Mathematics Instruction, Mild Disabilities, Teaching Methods, Teaching Models, Theory Practice Relationship
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Issue: Implications of Constructivism for Students with Disabilities and Students at Risk. Issues and Directions.