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Mathematics Instruction for Elementary Students with Learning Disabilities

Carol A. Thornton, PhD, is a distinguished university professor in the Department of Mathematics at Illinois State University. She has conducted extensive research on children's mathematics learning in the context of classroom instruction, has special interests in curriculum and staff development involving both general and special education teachers, and is the co-author of Teaching Mathematics to Students with Learning Disabilities (published by PRO-ED) and the coeditor of a special education book for the National Council of Teachers of Mathematics.

Cynthia W. Langrall

Cynthia W. Langrall, PhD, is an assistant professor in the Department of Mathematics at Illinois State University, where her research focuses on the teaching and learning of mathematics in the elementary and middle grades, with a special emphasis on instructional practices that accommodate student diversity.

Graham A. Jones

Graham A. Jones, PhD, is a visiting professor in the Department of Mathematics at Illinois State University. Dr. Jones's interests include research on children's mathematical thinking in number, probability, and problem solving. He has also conducted and reviewed research in teacher education and staff development that have an impact on both general and special education. Address: Carol A. Thornton, Illinois State University, 4520 Mathematics Department, Normal, IL 61790–4520.

Recent research in mathematics instruction requires educators to rethink long-established beliefs about teaching, learning, and assessment. In particular, this research underscores the need for problem solving and higher level thinking in mathematics. Consistent with these recommendations, this article presents and illustrates four promising themes for mathematics instruction that have emerged from research involving students with learning disabilities. These themes—(a) providing a broad and balanced mathematics curriculum; (b) engaging students in rich, meaningful problem tasks; (c) accommodating the diverse ways in which children learn; and (d) encouraging students to discuss and justify their problem-solving strategies and solutions—suggest ways for rethinking the teaching and learning of mathematics in relation to students with learning disabilities.

Journal of Learning Disabilities, Vol. 30, No. 2, 142-150 (1997)
DOI: 10.1177/002221949703000202


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