STUDENT ERROR PATTERNS AS A FUNCTION OF CURRICULUM DESIGN: TEACHING FRACTIONS TO REMEDIAL HIGH SCHOOL STUDENTS AND HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES
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KELLY, B., ET AL., STUDENT ERROR PATTERNS AS A FUNCTION OF CURRICULUM DESIGN: TEACHING FRACTIONS TO REMEDIAL HIGH SCHOOL STUDENTS AND HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, Vol. 23, no. 1 (1990), p. 23-29.
Ref.
14310
Location:
SIIS R.113 Depósito (8)
Palabras clave:
Diseño, Educación secundaria, Enfermedades mentales, Método educativo, Matemáticas, Problemas de aprendizaje
Diseño, Educación secundaria, Enfermedades mentales, Método educativo, Matemáticas, Problemas de aprendizaje
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