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Introduction: This study aimed to evaluate whether Concrete-Representational-Abstract (CRA) teaching practices adopted in teaching mathematical skills to individuals with special needs were evidence-based. Method: In this study, the analysis processe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______9477::a90107cb3abdd2ff0c8fdb29dfd95fe2
https://hdl.handle.net/20.500.12511/10288
https://hdl.handle.net/20.500.12511/10288
Publikováno v:
Ozel Egitim Dergisi; 2022, Vol. 23 Issue 4, p931-960, 60p