Integrating Reform Math Instruction in the Special Education Classroom
Reform Math and Special Education
Keywords:
Reasoning, Reform Math Instruction, Direct InstructionAbstract
Over the past twenty years, the goals of mathematics education have evolved. While procedural knowledge remains important, there is now a greater emphasis on reasoning, problem-solving, and discourse. The direct instruction approach, commonly used for students with learning disabilities, has not kept pace with these new expectations and does not adequately develop the conceptual knowledge and reasoning skills emphasized by the Common Core State Standards for Mathematics. By combining the reform-math approach, which is preferred in general education, with direct instruction, students with learning disabilities can achieve deeper understanding and improved generalization of their math skills, leading to holistic development. This paper will provide information on improved learning outcomes for students with learning disabilities when these two approaches are integrated.
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