Math and Technology	Lesson 1: Readings (1)	-

Mathematics Education and Students with Learning Disabilities: Introduction to the Special Series

Rivera, D. P. (January/February 1997)
Journal of Learning Disabilities, 30(1), 2-19, 68.

Abstracted by Krista Fritz Rogers

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For a variety of reasons, the field of mathematics education has undergone considerable reform since the 1950s. Simply put, this reform has combined increasing awareness of the frequency of mathematics learning disabilities (LD) and unsatisfactory performance levels of basic functional skills (e.g., telling time, counting change) to stimulate increasing interest and research in mathematics special education. In this community of researchers and practitioners, there is widespread interest in linking research findings to assessment, classroom instruction, and teacher preparation. The Journal of Learning Disabilities published a series on mathematics education and mathematics special education; as the introduction to that series, this article provides an overview of trends.

The first section of this introductory article focuses on the field of mathematics education in general, highlighting the activities and concepts that characterized significant periods. The heart of the reform movement is a shift from skills-based instruction to learning grounded in problem-solving. A table presents the basic points of the 14 "Curriculum and Evaluation Standards for School Mathematics" published by the National Council of Teachers of Mathematics (NCTM) in 1989. The standards specify distinct performance outcomes for three grade levels.

The second section of the article focuses on the articles in the series, which all relate specifically to mathematics special education. The articles are organized into four major topic areas: perspectives on math LD, assessment, mathematics programming, and teacher preparation.

Perspectives on Mathematics Learning Disabilities. Noting that math learning disabilities have traditionally received less attention than reading disorders, the series presents three perspectives (development, neurological and neuropsychological, and educational) and how research in these areas has contributed to better understanding of math LD.

Assessment. Educators are encouraged to select assessment methods that reflect the school's curriculum, use instructional materials, include diverse response formats, and compare individual ability to the peer group. The series offers an extensive discussion of the evolution of mathematics assessment, as well as a description of various assessment strategies that are in line with an NCTM recommendation regarding how children understand mathematics. A table effectively compares assessment methods to the assessment's purpose and questions (e.g., identification and eligibility).

Mathematics Programming: Curricula and Instruction. Five articles in the series discuss instructional design, programming for elementary students, practices for secondary students, story-problem-solving research, and instruction from a life-span viewpoint. A third table summarizes interventions and skills, organized by four intervention approaches (cognitive, behavioral, technology, and student-mediated).

Teacher Preparation. The series discusses issues surrounding teacher preparation regarding mathematics, as well as techniques that will prepare teachers to teach mathematics to students with learning disabilities.

This introductory article emphasizes the bottom line: special education researchers and practitioners must actively participate in the reform of mathematics education if they are to have a role in translating research and recommendations into valid and viable instructional programs that will both meet individual needs of students with math LD and promote improved mathematics achievement.