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The goal of response prompting is to transfer stimulus control from the prompt to the desired discriminative stimulus. [1] Several response prompting procedures are commonly used in special education research: (a) system of least prompts, (b) most to least prompting, (c) progressive and constant time delay, and (d) simultaneous prompting.
The two types of prompting in a behavior chain are either most to least(MTL) or least to most (LTM). MTL prompting is when the most intrusive prompt is introduced initially and then systematically faded out to least intrusive prompts. This prompting method is mainly used when the task analysis is being taught. [5]
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Investigations was developed between 1990 and 1998. It was just one of a number of reform mathematics curricula initially funded by a National Science Foundation grant. The goals of the project raised opposition to the curriculum from critics (both parents and mathematics teachers) who objected to the emphasis on conceptual learning instead of instruction in more recognized specific methods ...
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The use of multiple representations supports and requires tasks that involve decision-making and other problem-solving skills. [2] [3] [4] The choice of which representation to use, the task of making representations given other representations, and the understanding of how changes in one representation affect others are examples of such mathematically sophisticated activities.
SuperKids suggested that "although the activities included in Math Blaster for 1st Grade are not all that different from those encountered in similar programs for this age range, the settings are imaginative and likely to amuse most 1st grade users". [1]
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