Observing Mathematics: Do Students with EBD Have Access to Standards-Based Mathematics Instruction?

By Hal G. Jackson, R. Neel. 2006

53 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/283730ae41c4d80df1de8eeb2744b123e493622d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. T. Templeton
2. Erika Blood
3. R. Neel
4. Robin S. Codding

Citations in the corpus

• Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review (2017, background): “For example, Jackson and Neel [5] found that students in general education classrooms spent significantly more time engaged in conceptual work in mathematics (61% observed time), while students in segregated special education settings at the same school spent far less time engaging in conceptual mat”
• Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, background): “…children with disabilities 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…”