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ERIC Number: EJ405279
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Student Error Patterns as a Function of Curriculum Design: Teaching Fractions to Remedial High School Students and High School Students with Learning Disabilities.
Kelly, Bernadette; And Others
Journal of Learning Disabilities, v23 n1 p23-29 Jan 1990
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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A