Gradus

VOL 4, NO 1 (2017): SPRING (APRIL)

 

INCLUSIVE CLASSROOM EXPERIENCES IN NEW YORK CITY


Judit Kerekes

Abstract

This study offers a window into early childhood and elementary school inclusive mathematics classrooms, which were held in New York City.


Keywords

Keywords: inclusive classrooms, paradigm shift in classroom, culture, early childhood, elementary education, mathematics,


References

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[3] Fosnot, C. T.,& Dolk, M. (2001). Constructing addition and subtraction: Yung mathematicians at work, (Vol. 1).Portsmouth, NH: Heinemann.
[4] Kerekes J., & Fosnot, C. T. (1998). Using pictures with constraints to develop multiplication strategies. TheConstructivist 13(2), 15-20
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[6] Kerekes, J,, & King, K P., (2015). Creating dynamic problem solvers while learning part whole concepts. Youngchildren using manipulatives for mathematics learning. Mathitudes 1 (11)
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[8] Lyublinskaya, I., & Kerekes, J. (2010). Teaching Mathematics and Science in elementary school: Technology-based approach. Oceanside, NY: Whittier Publications, Inc.
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[10] Tournaki, N., Youngseh, B., & Kerekes, J. (2008). Arithmetic rack: A new Mathematics manipulative tried withstudents with learning disabilities. Learning Disabilities: A Contemporary Journal, Council for Exceptional Children6(2), 41-60.



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