Literaturnachweis - Detailanzeige
Autor/inn/en | Hasselbring, Ted S.; und weitere |
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Titel | Developing Math Automaticity in Learning Handicapped Children: The Role of Computerized Drill and Practice. |
Quelle | In: Focus on Exceptional Children, 20 (1988) 6, S.1-7 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0015-511X |
Schlagwörter | Computer Assisted Instruction; Drills (Practice); Elementary Education; Junior High Schools; Knowledge Level; Mathematics Instruction; Mathematics Skills; Mild Mental Retardation; Networks; Outcomes of Education; Recall (Psychology); Sequential Learning Computer based training; Computerunterstützter Unterricht; Elementarunterricht; Sekundarstufe I; Wissensbasis; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Abberufung; Didaktische Sequenzierung; Lernsequenz |
Abstract | Computer-based drill and practice can develop math automaticity in learning handicapped children, but only when prior training for developing a declarative knowledge network is implemented. An experimental math program called "Fast Facts" successfully developed the recall of basic math facts in 160 mildly handicapped and nonhandicapped students aged 7-14. (JDD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |