DEVELOPING CONCEPTUAL UNDERSTANDING AND PROCEDURAL FLUENCY IN ALGEBRA FOR HIGH SCHOOL STUDENTS WITH INTELLECTUAL DISABILITY

DEVELOPING CONCEPTUAL UNDERSTANDING AND PROCEDURAL FLUENCY IN ALGEBRA FOR HIGH SCHOOL STUDENTS WITH INTELLECTUAL DISABILITY

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Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K-12 curriculum (Kendall, 2011; National Governors Association Center for Best Practice...

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Bibliographic Details
Main Author: Wojcik, Andrew J
Format: Others
Published: VCU Scholars Compass 2017
Subjects:
Intellectual Disability
Procedural Fluency
Conceptual Understanding
Algebra
Alternate Assessment
Generalizing Knowlege
Accessibility
Applied Behavior Analysis
Curriculum and Instruction
Educational Methods
Experimental Analysis of Behavior
Psychology
Science and Mathematics Education
Secondary Education
Special Education and Teaching
Online Access:https://scholarscompass.vcu.edu/etd/5151
https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=6201&context=etd

Internet

https://scholarscompass.vcu.edu/etd/5151
https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=6201&context=etd

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