当前位置: X-MOL 学术Learning Disability Quarterly › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention
Learning Disability Quarterly ( IF 1.6 ) Pub Date : 2019-11-11 , DOI: 10.1177/0731948719884921
Christian T. Doabler 1 , Ben Clarke 2 , Derek Kosty 3 , Hank Fien 2 , Keith Smolkowski 3 , Meijia Liu 1 , Scott K. Baker 2, 4
Affiliation  

Instructional interactions that occur between teachers and students around foundational mathematics topics are critical for supporting mathematical proficiency among students with mathematics learn...

中文翻译:

在经过经验验证的第2层幼儿园数学干预中测量明确的教学互动的数量和质量

老师和学生之间围绕基础数学主题进行的教学互动对于支持具有数学学习能力的学生之间的数学熟练度至关重要。
更新日期:2019-11-11
down
wechat
bug