Jones E D, Wilson R, Bhojwani S
Department of Special Education, Bowling Green State University, Ohio 43403, USA.
J Learn Disabil. 1997 Mar-Apr;30(2):151-63. doi: 10.1177/002221949703000203.
Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction. This article will discuss techniques that have been demonstrated to be effective with secondary students who have learning disabilities in mathematics.
有学习障碍的中学生在数学方面通常进步不足。他们的成绩往往受到多种因素的限制，包括先前的低成绩、对成功的低期望以及教学不足。本文将讨论已被证明对有数学学习障碍的中学生有效的技巧。
