Document Type


Publication Date



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.


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.

Peer Reviewed






To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.