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Mathematics instruction for elementary students with learning disabilities

C A Thornton1, C W Langrall, G A Jones

  • 1Department of Mathematics, Illinois State University, Normal 61790-4520, USA.

Journal of Learning Disabilities
|March 1, 1997
PubMed
Summary
This summary is machine-generated.

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Recent research highlights the need for improved mathematics instruction for students with learning disabilities. Four key themes focus on curriculum, problem-solving, diverse learning needs, and student justification to enhance math education.

Area of Science:

  • Mathematics Education
  • Special Education

Background:

  • Traditional mathematics instruction requires reevaluation based on recent research.
  • Emphasis is shifting towards problem-solving and higher-order thinking skills.

Observation:

  • Research involving students with learning disabilities reveals effective instructional themes.
  • Diverse learning needs and cognitive processes are central to mathematics acquisition.

Findings:

  • Four promising themes for mathematics instruction include: a balanced curriculum, meaningful problem tasks, accommodating diverse learners, and encouraging strategy justification.
  • These themes support the integration of problem-solving and higher-level thinking for students with learning disabilities.

Implications:

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  • Educators should adapt teaching methods to incorporate these research-based themes.
  • Rethinking mathematics instruction is crucial for supporting students with learning disabilities effectively.