We evaluated two procedures to teach auditory-visual conditional discriminations (receptive labeling) to children with autism. The procedures evaluated a modified Structured Mix (SM) procedure and a modified Counterbalanced Random Rotation (RR) procedure. The modified SM procedure was based on the logic of simplifying the task by breaking it down…

Mixed-attainment mathematics teaching is not a common practice in England, despite evidence that ability grouping is not an effective strategy for improving educational outcomes. This study compares mathematics in School M (mixed-ability groupings) and School S (sets) in relation to student beliefs, and teacher beliefs and practices. Questionnaire…

The aim of this study was to propose a didactical situation for the confrontation of the epistemological obstacle of linearity (routine proportionality) and consequently for the enhancement of meta-analogical awareness. Errors caused by students' spontaneous tendency to apply linear functions in various situations are strong, persistent and do not…