Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Parmar, R. S.
Right arrow Articles by Cawley, J. F.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Parmar, R. S.
Right arrow Articles by Cawley, J. F.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Preparing Teachers to Teach Mathematics to Students with Learning Disabilities

Rene S. Parmar

Rene S. Parmar, PhD, is an associate professor of measurement and evaluation at St. John's University. Her research interests are issues in assessment, mathematics education, teacher change, and programming for students with learning disabilities.

John F. Cawley

John F. Cawley, PhD, is a professor of special education at the State University of New York at Buffalo. His research interests are mathematics and science education, teacher change, and strategy instruction for students with learning disabilities. Address: Rene S. Parmar, Department of Human Services and Counseling, St. John's University, 8000 Utopia Pkwy., Queens, NY 11439.

The purpose of this article is to put forth a discussion of teacher preparation in mathematics in a manner that recognizes the Professional Standards of the National Council of Teachers of Mathematics and the Knowledge and Skills Competencies list for teachers of students with learning disabilities compiled by the Division for Learning Disabilities.

Journal of Learning Disabilities, Vol. 30, No. 2, 188-197 (1997)
DOI: 10.1177/002221949703000206
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Remedial and Special EducationHome page
J. Calvin Gagnon and P. Maccin
Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics
Remedial and Special Education, February 1, 2007; 28(1): 43 - 56.
[Abstract] [PDF]

Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
K. J. Paulsen
Infusing Evidence-Based Practices into the Special Education Preparation Curriculum
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, January 1, 2005; 28(1): 21 - 28.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
D. P. Bryant, B. R. Bryant, and D. D. Hammill
Characteristic Behaviors of Students with LD Who Have Teacher-Identified Math Weaknesses
J Learn Disabil, March 1, 2000; 33(2): 168 - 177.
[Abstract] [PDF]

Home page
 Journal of Special EducationHome page
R. Gersten and D. Chard
Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities
Journal of Special Education, April 1, 1999; 33(1): 18 - 28.
[Abstract] [PDF]