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Achieving Meaningful Mathematics Literacy for Students with Learning Disabilities

Susan R. Goldman, PhD, The Cognition and Technology Group at Vanderbilt is a professor of psychology and co-director of the Learning Technology Center, Peabody College, Vanderbilt University.

Ted S. Hasselbring

Ted S. Hasselbring, PhD, The Cognition and Technology Group at Vanderbilt is a professor of special education and co-director of the Learning Technology Center. The work both Goldman and Hasselbring is focused on the role technology plays in developing deep understanding in literacy and mathematics. Their past research has focused on the development of fluent skills and the relationship of fluency to higher order thinking and problem solving. Address: Susan R. Goldman, Learning Technology, Center, Box 45 Peabody, Vanderbilt University, Nashville, TN 37203. GoldmanS@Ctrvax.Vanderbilt.edu.

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 of Learning Disabilities, Vol. 30, No. 2, 198-208 (1997)
DOI: 10.1177/002221949703000207


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