Teaching Mathematics to College Students with Mathematics-Related Learning Disabilities: Report from the Classroom
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This article reports on action research that took place in one section of a college general education mathematics course in which all three students who were enrolled had diagnosed learning disabilities related to mathematics. The project emerged in response to a question about performance in a mathematics course in which making sense of mathematics would be a primary focus, explaining one's work would be expected, and discourse among members would be a routine occurrence. Implications for teaching similar courses to students who have a mathematics-related learning disability are discussed.
2010 ◽
Vol 3
(10)
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pp. 27
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2006 ◽
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1981 ◽
Vol 14
(10)
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pp. 565-567
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2014 ◽
Vol 116
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pp. 1428-1432
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