Enhancing the Quality of Mathematics for Students with Learning Disabilities: Illustrations from Subtraction

Authors

  • John F. Cawley
  • Teresa E. Foley

Abstract

The general purpose of this paper is to offer a response to the question raised by Dr. John Lloyd, With all that we know about special education and teaching, why don't we do better than we do? and to the concerns of Russell Gersten and David Chard with respect to number sense. This paper suggests that the reason the mathematics performance of students with mild disabilities is so limited is the mathematics. Using a set of illustrations from subtraction, the authors propose (1) that number sense be a primary goal and that within the realn1 of number sense, big ideas be included among the dependent variables. Problem solving that assists students to become problem solvers rather than students who follow routines to obtain answers to problems should be a priority. It is suggested that assessment move away from a system that 'seeks only correct responses and move toward a system that seeks information concerning student ability to communicate mathematics principles, reason, prove and explain ll1athematics, and demonstrate connections between mathematics and other subjects.

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Issue

Vol. 11 No. 1 (2001)

Section

Articles

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