Teaching Mathematics to Students With Mild-to-Moderate Mental Retardation: A Review of the Literature

Abstract

A systematic search of the literature from 1989 through 1998 was conducted to identify and analyze mathematics interventions for students with mild-to-moderate mental retardation. We found that the focus of instruction has shifted from basic skills instruction to computation and problem-solving instruction. Techniques such as constant-time delay, peer tutoring, time trials, and direct instruction proved beneficial in improving mathematics skills. Further, students with mental retardation learned to employ cognitive strategies successfully when these techniques were included. Although this information is promising, we recommend that further studies be conducted in secondary schools and in inclusive settings.

Genetics and pathophysiology of mental retardation

“…This assumption is based on the fact that behavioral and cognitive therapies can help mentally retarded patients reach their maximum potential. 82,83 Also, MR owing to congenital hypothyroidism is now largely preventable through screening and hormone replacement. 84 Other examples of efficient therapeutic approaches are dietary restrictions and supplements for inborn errors of metabolism such as phenylketonuria.…”

Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

“…addition, subtraction, multiplication, and division). However research shows that students with mild to moderate ID (IQ score 55-85) often complete their schooling without mastering these essential basic skills (Butler et al, 2001). It was decided that there was not enough time to teach these skills competently on this module in twenty two hours of contact time.…”

Διδασκαλια Μαθηματικων Σε Μαθητες Με Νοητικη Αναπηρια: Μαθηση Σε Αυθεντικα Περιβαλλοντα Με Την Υποστηριξη Δικτυου Γονεων Και Σχολειου

“…αγορές προϊόντων, γεύμα σε εστιατόριο, αγορά εισιτηρίου λεωφορείου, κτλ.) (Browder & Grasso, 1999;Butler, Miller, Lee, & Pierce, 2001). Σύμφωνα με τον Στρογγυλό (2011) είναι χρήσιμο οι εκπαιδευτικοί να δίνουν έμφαση στην ενεργή συμμετοχή (active participation) των μαθητών στη διαδικασία μάθησης, μειώνοντας την παθητική συμπεριφορά που πιθανόν να εμφανίζουν οι μαθητές με σοβαρές δυσκολίες.…”

“…για τη διδασκαλία της στρατηγικής του ένα-ευρώ-παραπάνω). Άλλωστε, οι Butler et al (2001) προτείνουν έναν συνδυασμό κονστρουκτιβιστικών και συμπεριφορικών προσεγγίσεων για τη μαθηματική εκπαίδευση των μαθητών με νοητική αναπηρία.…”