Teaching Reasoning within Mathematics to Students with Severe to Profound Needs
Keywords:
MathematicsAbstract
Teaching reasoning within mathematics to students, specifically students with severe to profound special needs; requires student adaptive pedagogy, the use of discourse, and a focus on increasing motivation. This manuscript will explore some methods to promote and encourage discourse within mathematics, with a focus on how to do so in a practical and meaningful way for students with severe to profound special needs. All of this must be done by considering the individual needs of each student to increase intrinsic motivation which will help promote both generalization and maintenance of the skills learned.
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