Name: Dyscalculia: Action Plans for Successful Learning in Mathematics (en Inglés)
Price: 544131.00 COP
Availability: InStock
Author: Hannell, Glynis
ISBN: 9781138170889

portada Dyscalculia: Action Plans for Successful Learning in Mathematics (en Inglés)

Formato

Libro Físico

Autor

Glynis Hannell

Editorial

Routledge

Idioma

Inglés

N° páginas

136

Encuadernación

Tapa Dura

ISBN13

9781138170889

N° edición

0002

Categorías

Personas con discapacidades, trastornos o dificultades de aprendizaje
Planificación y desarrollo curricular
Enseñar a estudiantes con dificultad de aprendizaje
Pediatría

Dyscalculia: Action Plans for Successful Learning in Mathematics (en Inglés)

Glynis Hannell (Autor) · Routledge · Tapa Dura

Libro Físico

$ 544.131

$ 906.885

Ahorras: $ 362.754

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Envío normal

Origen: Reino Unido (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Jueves 13 de Junio y el Viernes 21 de Junio.

Lo recibirás en cualquier lugar de Colombia entre 1 y 5 días hábiles luego del envío.

Reseña del libro "Dyscalculia: Action Plans for Successful Learning in Mathematics (en Inglés)"

Based on expert observations of children who experience difficulties with maths this book gives a comprehensive overview of dyscalculia, providing a wealth of information and useful guidance for any practitioner. With a wide range of appropriate and proven intervention strategies it guides readers through the cognitive processes that underpin success in mathematics and gives fascinating insights into why individual students struggle with maths. Readers are taken step-by-step through each aspect of the maths curriculum and each section includes: Examples which illustrate why particular maths difficulties occur Practical 'action plans' which help teachers optimise children's progress in mathematics This fully revised second edition will bring the new research findings into the practical realm of the classroom. Reflecting current knowledge, Glynis Hannell gives increased emphasis to the importance of training 'number sense' before teaching formalities, the role of concentration difficulties and the importance of teaching children to use strategic thinking. Recognising that mathematical learning has a neurological basis will continue to underpin the text, as this has significant practical implications for the teacher.