Document Type
Article
Publication Date
11-2016
Abstract
Engagement in problem-solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards-based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards-based mathematics through multi-modal curriculum, consistent routines for problem-solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem-solving and discussion. This review concludes with implications for teaching and learning.
Recommended Citation
Lambert, R., & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31, 347–366. doi:10.1111/1467-9604.12142
Peer Reviewed
1
Copyright
Wiley
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Sociology Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons
Comments
This is the accepted version of the following article:
Lambert, R., & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31: 347–366. doi:10.1111/1467-9604.12142
which has been published in final form at DOI: 10.1111/1467-9604.12142. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.