Which of the following intervention strategies for dyscalculia would not fulfill booth et. al effective math intervention principle of scaffolding?
When introducing multiplication working through more examples with a dyscalculia child than you would with a typically developing child.
Preventing a dyscalculic child who is struggling to memorize arithmetic facts from using an arithmetic facts cheat sheet on a math test.
Ending instruction of counting principles once the child has mastered all five principles.
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