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Doris Johnson, Helmer Myklebust (1967)
Learning Disabilities: Educational Principles and Practices
N. Kephart (1960)
The slow learner in the classroom
L. Brueckner, G. Bond (1955)
The diagnosis and treatment of learning difficulties
Mildred Wood (1976)
The dyslexic in the general classroomBulletin of the Orton Society, 26
A. Nall (1970)
Teaching Arithmetic by Developing Related AreasIntervention in School and Clinic, 6
MODERN MATH AND THE LD CHILD Mildred H. Wood Formerly, a learning-disabled child was frequently defined as one who was unable to read but who was good in math; today, because of changes in both reading and math instruction through- out the country, the learning-disabled child may be able to read with some degree of efficiency, but he may be totally unable to compute. It is my purpose in this article to point out the pitfalls of modern math for this select group of children. What are the pitfalls? There may be others, but I have recognized at least five: 1. The language and vocabulary of modern math; 2. A lack of appropriate emphasis on mastery; 3. The use of set notation in the primary grades; 4. Inadequate teacher inservice education in modern math; and 5. The virtual elimination of a child's parents as part- ners in the mathematical teaching process. The Language and Vocabulary of Modern Math A film for teachers regarding the teaching of modern math clearly states: "Mathematics is a language. Once the language is mastered, math is mastered" (1972). By placing early and heavy Mildred H. Wood, EdD, 1825 Iowa Street, Cedar Falls, Iowa 50613,
Academic Therapy – SAGE
Published: Jan 1, 1980
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