Aspects of Teaching Long Division to a Group of Exceptional Children

Lerner, Sandra
March 1973
Journal of Learning Disabilities;Mar1973, Vol. 6 Issue 3, p151
Academic Journal
A new approach in teaching long division, based on a theoretical model of how the brain functions in problem-solving, was presented to a group of mentally ill adolescents who were previously unable to learn long division. Subjects with lQ scores one S.D. below normal and with an adequately developed number sense mastered the task.


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