Perceptions and Application of NCTM Standards by Special and General Education Teachers

By P. Maccini, Joseph Calvin Gagnon. 2002

109 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0220d9ecff4c0b7008106fc5330e5f4c59b1eb9c

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Citations in the corpus

Academic music: music instruction to engage third-grade students in learning basic fraction concepts (2012, background): “First, in response to past poor performance of US students on international mathematics assessments (McLaughlin, Shepard & O’Day, 1995), the National Council of Teachers of Mathematics (NCTM) set forth specific standards for mathematical reform (Maccini & Gagnon, 2002; NCTM, 2000).”
Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, background): “…have not been given the necessary mathematics preparation to meet the challenges of a reform mathematics curriculum (Jackson & Neel, 2006; Maccini & Gagnon, 2002; Neel & Leverson, 2005), and a majority of Individualized Education Program goals reflect a focus on basic computation and…”
Using Virtual Manipulative Instruction to Teach the Concepts of Area and Perimeter to Secondary Students With Learning Disabilities (2015, background): “One example of an instructional practice with proven success in the classroom for students with disabilities is the use of manipulative instruction (Bouck & Flanagan, 2009; Maccini & Gagnon, 2002).”
Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences (2003, background): “The focus of the NCTM standards is on high-level conceptual understanding and problem solving rather than procedural knowledge and rule-driven computation (Maccini & Gagnon, 2002).”
The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties (2017, background): “One reason for this could be the focus of word problems on conceptual understanding, rather than rule-driven procedural computation (Maccini & Gagnon, 2002).”
A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities (2008, background): “In contrast, Maccini and Gagnon (2002) found that teachers of students with learning and behavioral disabilities were not familiar with these standards and mostly taught basic skills versus algebra and geometry.”
Teaching Mathematics and Science Standards to Students With Moderate and Severe Developmental Disabilities (2012, background): “For example, Maccini and Gagnon (2002) found that teachers of”
Using Evidence–Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge (2007, background): “Historically, students with LD have been exposed to a narrow range of mathematical competencies that are not linked to the broader general education curriculum (Goldman, Hasselbring, & the Cognition and Technology Group at Vanderbilt, 1997; Maccini & Gagnon, 2002).”