Abstract:
:In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist and social constructivist theories (see Rivera, this series) provides an opportunity to develop and implement a hybrid model of mathematics instruction. The hybrid model we propose embeds, or situates, important skill learning in meaningful contexts. We discuss some examples of instructional approaches to complex mathematical problem solving that make use of meaningful contexts. Evaluation data on these approaches have yielded positive and encouraging results for students with learning disabilities as well as general education students. Finally, we discuss various ways in which technology is important for realizing hybrid instructional models in mathematics.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Goldman SR,Hasselbring TSdoi
10.1177/002221949703000207subject
Has Abstractpub_date
1997-03-01 00:00:00pages
198-208issue
2eissn
0022-2194issn
1538-4780journal_volume
30pub_type
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