Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 1 |
Descriptor
Arithmetic | 3 |
Elementary Education | 2 |
Computation | 1 |
Curriculum Development | 1 |
Diagnostic Teaching | 1 |
Division | 1 |
Error Patterns | 1 |
Fractions | 1 |
Higher Education | 1 |
Learning Disabilities | 1 |
Mathematics Instruction | 1 |
More ▼ |
Source
Teacher Education and Special… | 3 |
Author
Jones, Eric D. | 1 |
Kopp, Katherine H. | 1 |
Krouse, James P. | 1 |
Morano, Stephanie | 1 |
Riccomini, Paul J. | 1 |
Stowitschek, Joseph J. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Higher Education | 1 |
Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards with or without Reservations | 1 |
Morano, Stephanie; Riccomini, Paul J. – Teacher Education and Special Education, 2020
To provide effective fractions instruction, teachers need deep understanding of fraction concepts (i.e., content knowledge) and skill in using visual representations of fractions to support student learning (i.e., pedagogical content knowledge); yet, research indicates that many pre- and in-service teachers lack knowledge in both areas. The…
Descriptors: Preservice Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Fractions
Peer reviewed
Kopp, Katherine H.; Stowitschek, Joseph J. – Teacher Education and Special Education, 1982
Teacher planning procedures employing percentage-based measurement summaries and subsequent implementation of the results of planning with and without error analysis resulted in moderate increases in correct mathematics computation of learning disabled 10-13 year olds. No significant differences were found for presence or absence of error…
Descriptors: Arithmetic, Computation, Curriculum Development, Elementary Education
Peer reviewed
Jones, Eric D.; Krouse, James P. – Teacher Education and Special Education, 1988
Student teachers (N=21) in elementary classrooms for mildly handicapped learners were randomly assigned to training and supervision in either databased problem-solving instructional approaches or conventional treatments. Teachers in the databased condition had significantly greater effects on reading achievement and off-task behavior control. No…
Descriptors: Arithmetic, Diagnostic Teaching, Elementary Education, Higher Education