Seeking Excellence in Mathematics Education for Student with Mild Disabilities

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

“…Unfortunately, many students at the secondary level have not mastered basic skills (Algozzine, O'Shea, Crews, & Stoddard, ; Cawley, Baker‐Kroczynski, & Urban, ), struggle with reasoning algebraically (Maccini, McNaughton, & Ruhl, ), and experience difficulty with problem solving (Hutchinson, ; Montague, Bos, & Doucette, ). In a study on mathematics difficulties for students with LD in Grades 2 through 12, Bryant, Bryant, and Hammill () identified solving mathematical word problems as the primary area of challenge for students with LD.…”

Assistive Technology and Mathematics: What is There and Where Can We Go in Special Education

“…Understanding the potential benefits and challenges regarding the use of technology, such as AT, to teach students with disabilities is critical, as the research has repeatedly illustrated that students with disabilities struggle in mathematics. Previous research has shown that students with learning disabilities make little progress in computation skills throughout their years in school, showing about one year's growth for every two years of mathematics instruction; are less likely to pass basic math assessments; and leave high school with about a fifth or sixth-grade mathematics skill level (Cawley, Baker-Kroczynski, & Urban, 1992;Cawley & Miller, 1989;Cawley, Parmar, Yan, & Miller, 1998;Thurlow, Albus, Spicuzza, & Thompson, 1998). Thus, students with disabilities continue to underperform in the area of mathematics, particularly as compared to their peers without disabilities.…”

In-Service and Pre-Service Special Education Teachers’ Perception of NCTM Standards: Implications for Professional Development

“…While Mathematics learning disabilities are not widely reported, their prevalence is estimated to be between five and eight percent (Desoete, 2007;Geary, 2004;Stock, Desoete, & Roeyers, 2006;Van Steenbrugge, Valcke, & Desoete, 2010) (McLeod & Armstrong, 1982) surveyed teachers who were teaching students with learning disabilities; the teachers reported that 26% of their students received services due to mathematical problems in general education classroom (McLeod & Armstrong, 1982). Mathematics learning disabilities, as noted by researchers, are apparent throughout the school years, but they tend to stabilize at the fifth-or sixth-grade level (Cawley, Baker-Kroczynski, & Urban, 1992;Cawley. & Miller, 1989).…”