@article{
 title = {USING INFORMATION TECHNOLOGY BASED EXERCISES IN PRIMARY MATHEMATICS TEACHING OF CHILDREN WITH CEREBRAL PALSY AND MENTAL RETARDATION: A CASE STUDY},
 type = {article},
 year = {2010},
 keywords = {Cerebral palsy,Improving teaching,Mental retardation,Primary education,Teaching/learning strategies},
 pages = {106-118},
 volume = {9},
 websites = {http://apps.isiknowledge.com/full_record.do?product=UA&search_mode=GeneralSearch&qid=1&SID=N1A58cdn2C@kCAhmIJD&page=1&doc=2},
 id = {1a35c74d-001c-316c-aa1f-0b085210b668},
 created = {2020-04-14T16:15:39.670Z},
 accessed = {2012-07-27},
 file_attached = {false},
 profile_id = {8f53583f-94e1-3d98-83ad-e84ae5eab9e4},
 last_modified = {2020-04-14T16:15:39.670Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Technology has profoundly changed the way we learn and live. Indeed, such relationship appears to be quite complex, within IT contexts, and especially in socially and technologically rich learning environments, where related skills and learning are progressively required and fostered. Thus, if a satisfactory level of intellectual performance and social competence of a primary school pupil is indeed highly dependent on the type of participation that parents offer their children, IT, in general, and Internet, in particular, may well provide a new paradigm, setting forth that education and communication approach is truly more complex than ever before. It is on the basis of such paradigm that we therefore present a case study where a set of multimedia exercises were used in order to possibly improve the mathematical skills of pupils, one with mental retardation and another with cerebral palsy. Being part of a Web-based system to support students' learning, the referred set of multimedia exercises proved to be the children's favorite, rather than exercises in paper form, which also led the children to show a fair more positive attitude towards learning. Also, we observed that through the mentioned multimedia exercises, the children became far more autonomous, interested, persistent, happy, and able to easily absorb the material as well as more willingly to continue on working. © The Turkish Online Journal of Educational Technology.},
 bibtype = {article},
 author = {Reis, M.J.C.S. M.G.A.D. G. A. D. and Cabral, L. and Peres, E. and Bessa, M. and Valente, A. and Morais, R. and Soares, S. and Baptista, J. and Aires, A. and Escola, J.J. and Bulas-Cruz, J.A. and Reis, M.J.C.S. M.G.A.D. G. A. D.},
 journal = {Turkish Online Journal of Educational Technology},
 number = {3}
}

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Indeed, such relationship appears to be quite complex, within IT contexts, and especially in socially and technologically rich learning environments, where related skills and learning are progressively required and fostered. Thus, if a satisfactory level of intellectual performance and social competence of a primary school pupil is indeed highly dependent on the type of participation that parents offer their children, IT, in general, and Internet, in particular, may well provide a new paradigm, setting forth that education and communication approach is truly more complex than ever before. It is on the basis of such paradigm that we therefore present a case study where a set of multimedia exercises were used in order to possibly improve the mathematical skills of pupils, one with mental retardation and another with cerebral palsy. Being part of a Web-based system to support students' learning, the referred set of multimedia exercises proved to be the children's favorite, rather than exercises in paper form, which also led the children to show a fair more positive attitude towards learning. Also, we observed that through the mentioned multimedia exercises, the children became far more autonomous, interested, persistent, happy, and able to easily absorb the material as well as more willingly to continue on working. © The Turkish Online Journal of Educational Technology.","bibtype":"article","author":"Reis, M.J.C.S. M.G.A.D. G. A. D. and Cabral, L. and Peres, E. and Bessa, M. and Valente, A. and Morais, R. and Soares, S. and Baptista, J. and Aires, A. and Escola, J.J. and Bulas-Cruz, J.A. and Reis, M.J.C.S. M.G.A.D. G. A. 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Being part of a Web-based system to support students' learning, the referred set of multimedia exercises proved to be the children's favorite, rather than exercises in paper form, which also led the children to show a fair more positive attitude towards learning. Also, we observed that through the mentioned multimedia exercises, the children became far more autonomous, interested, persistent, happy, and able to easily absorb the material as well as more willingly to continue on working. © The Turkish Online Journal of Educational Technology.},\n bibtype = {article},\n author = {Reis, M.J.C.S. M.G.A.D. G. A. D. and Cabral, L. and Peres, E. and Bessa, M. and Valente, A. and Morais, R. and Soares, S. and Baptista, J. and Aires, A. and Escola, J.J. and Bulas-Cruz, J.A. and Reis, M.J.C.S. M.G.A.D. G. A. 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