STUDENT ERROR PATTERNS AS A FUNCTION OF CURRICULUM DESIGN: TEACHING FRACTIONS TO REMEDIAL HIGH SCHOOL STUDENTS AND HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES
By: KELLY, B.
Contributor(s): ET AL.
Material type:
BookISSN: 0022-2194 (papel); 1538-4780 (online).Subject(s): Diseño | Educación secundaria | Enfermedades mentales | Método educativo | Matemáticas | Problemas de aprendizajeGenre/Form: Documental
In:
JOURNAL OF LEARNING DISABILITIES Vol. 23, no. 1 (1990), p. 23-29
| Current location | Call number | Status | Date due | Barcode |
|---|---|---|---|---|
| R.113 | Depósito (8) (Browse shelf) | Available |
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