References
- Bruner, J. S. (1996). The culture of education. Cambridge: Harvard University Press.
- Devlin, K. (2000). Finding your inner mathematician. The Chronicle of Higher Education, 46, B5.
- Goldman, S. R. (1989). Strategy instruction in mathematics. Learning Disabilities Quarterly, 12, 43-55.
- Huntington, D. J. (1994). Instruction in concrete, semi-concrete, and abstract representation as an aid to the solution of relational problems by adolescents with learning disabilities (Doctoral dissertation, University of Georgia, 1994). Dissertation Abstracts International, 56(2), 512.
- Hutchison, N. L. (1987). Strategies for teaching learning disabled adolescents algebraic problems. Reading, Writing, and Learning Disabilities, 3, 63-74.
- Maccini, P., & Gagnon, J. C. (2000). Best practices for teaching mathematics to secondary students with special needs. Focus on Exceptional Children, 32(5), 1-21.
- Maccini, P., & Hughes, C. A. (2000). Effects of problem-solving strategy on the introductory algebra performance of secondary students with learning disabilities. Learning Disabilities Research & Practice, 15, 10-21.
- Mercer, C. D., & Miller, S. P. (1992). Teaching students with learning problems in math to acquire, understand, and apply basic math facts. Remedial and Special Education, 13(3), 19-35.
- Miller, S. P., & Mercer, C. D. (1993). Using data to learn about concrete-semi-concrete-abstract instruction for students with math disabilities. Learning Disabilities Research & Practice, 8, 89-96.
- Slavin, R. E., & Madden, N. A. (1989). What works for students at risk: A research synthesis. Educational Leadership, 46(5), 4-13.
- Smith, M. (1997, April). A call to action for American education. Paper presented at the meeting of the National Council of Teachers of Mathematics Choices and Challenges in Mathematics, Reston, VA.
- Wong, B. Y. L. (1985). Self-questioning instructional research: A review. Review of Educational Research, 55, 227-268.