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Mathematics instruction for elementary students with learning disabilities.

C A Thornton·C W Langrall·G A Jones
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Abstract

Recent research in mathematics instruction requires educators to rethink long-established beliefs about teaching, learning, and assessment. In particular, this research underscores the need for problem solving and higher level thinking in mathematics. Consistent with these recommendations, this article presents and illustrates four promising themes for mathematics instruction that have emerged from research involving students with learning disabilities. These themes-(a) providing a broad and balanced mathematics curriculum; (b) engaging students in rich, meaningful problem tasks; (c) accommodating the diverse way in which children learn; and (d) encouraging students to discuss and justify their problem-solving strategies and solutions-suggest ways for rethinking the teaching and learning of mathematics in relation to students with learning disabilities.

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AchievementChildCurriculumEducation, SpecialFemaleHumansLearning DisabilitiesMainstreaming, EducationMaleMathematicsProblem SolvingCase ReportsJournal Article

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C A Thornton, C W Langrall, G A Jones. Mathematics instruction for elementary students with learning disabilities.. https://doi.org/10.1177/002221949703000202

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