Implications of Constructivism for Teaching Math to Students with Moderate to Mild Disabilities.

Mercer, Cecil D.; And Others

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Peer reviewed

ERIC Number: EJ493009

Record Type: CIJE

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4669

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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

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Special Issue: Implications of Constructivism for Students with Disabilities and Students at Risk. Issues and Directions.