Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion.

• Autores: Rachel Lambert, Trisha Sugita
• Localización: Support for learning, ISSN 0268-2141, Vol. 31, Nº. 4, 2016, págs. 347-366
• Idioma: inglés
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• Resumen

  • 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. [ABSTRACT FROM AUTHOR]