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Mathematics instruction for secondary students with learning disabilities

E D Jones1, R Wilson, S Bhojwani

  • 1Department of Special Education, Bowling Green State University, Ohio 43403, USA.

Journal of Learning Disabilities
|March 1, 1997
PubMed
Summary

Secondary students with learning disabilities often struggle in math due to various factors. This article explores effective instructional techniques to improve their mathematics achievement.

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Area of Science:

  • Special Education
  • Mathematics Education

Background:

  • Secondary students with learning disabilities (LD) exhibit inadequate progress in mathematics.
  • Factors contributing to poor achievement include prior low performance, low expectations, and insufficient instruction.

Purpose of the Study:

  • To discuss effective techniques for improving mathematics achievement in secondary students with learning disabilities.

Main Methods:

  • Review of evidence-based instructional strategies.
  • Focus on techniques demonstrated effective for this specific population.

Main Results:

  • Identification of key factors hindering mathematical progress in students with LD.
  • Presentation of practical, effective teaching methodologies.

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Conclusions:

  • Targeted instructional techniques can significantly enhance mathematics outcomes for secondary students with learning disabilities.
  • Addressing factors like low expectations and inadequate instruction is crucial for success.