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ERIC Number: EJ1148116
Record Type: Journal
Publication Date: 2017-Aug
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: N/A
Final Commentary to the Cross-Disciplinary Thematic Special Series: Special Education and Mathematics Education
Woodward, John; Tzur, Ron
Learning Disability Quarterly, v40 n3 p146-151 Aug 2017
Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, and they are best understood in light of a constructive approach to learning. Two themes bind the four studies reviewed here. The first is what distinguishes students with math difficulties from those that may be considered as having a math disability. The second is the nature of curriculum and how the work described in this special issue departs from structured approaches to interventions that have a long and rich history in special education.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A