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ERIC Number: EJ1104411
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-8655
EISSN: N/A
Equity and Access: All Students Are Mathematical Problem Solvers
Franz, Dana Pompkyl; Ivy, Jessica; McKissick, Bethany R.
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v89 n2 p73-78 2016
Often mathematical instruction for students with disabilities, especially those with learning disabilities, includes an overabundance of instruction on mathematical computation and does not include high-quality instruction on mathematical reasoning and problem solving. In fact, it is a common misconception that students with learning disabilities are not strong problem solvers in general. This article highlights the inherent problem solving strengths that students with learning disabilities possess; how they use those skills to address everyday barriers and challenges, and how teachers can relate these skills to academic mathematical instruction. Additionally, practical classroom examples, suggested teaching strategies, and questions for further examinations are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A