, Freiburg / CH MATHEMATICAL KNOWLEDGE OF CHILDREN WITH SPECIAL NEEDS IN THEIR FIRST YEAR OF SCHOOL
نویسنده
چکیده
This paper is a summary of an empirical study which evaluated the mathematical knowledge and progress of children with special needs in the first year of school. Emphasis was placed on the question “does the teaching method influence progress in mathematical skills?”. Following the results of the study, current approaches to initial mathematical teaching for special education are considered questionable and conclusions for using the “Mathe 2000” approach in special classes are given.
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