The purposes of this research were to examine the word-problem solving process of elementary school students with mathematics disabilities (MD) and to assess the effect of a remediation instruction.
本研究以一般儿童加减应用题解题研究为理论框架，探讨了小学数困生加减应用题解题的认知过程及补救教学的教学效果。
The purposes of this research were to examine the word-problem solving process of elementary school students with mathematics disabilities (MD) and to assess the effect of a remediation instruction.
本研究以一般儿童加减应用题解题研究为理论框架，探讨了小学数困生加减应用题解题的认知过程及补救教学的教学效果。
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