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Characteristics and Instructional Strategies for Students With Mathematical Difficulties: In the Inclusive Classroom

Characteristics and Instructional Strategies for Students With Mathematical Difficulties: In the Inclusive Classroom

Kathleen Hughes Pfannenstiel, Jennifer “JC” Sanders
Copyright: © 2020 |Pages: 32
ISBN13: 9781799812135|ISBN10: 1799812138|EISBN13: 9781799812142
DOI: 10.4018/978-1-7998-1213-5.ch013
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MLA

Pfannenstiel, Kathleen Hughes, and Jennifer “JC” Sanders. "Characteristics and Instructional Strategies for Students With Mathematical Difficulties: In the Inclusive Classroom." Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 240-271. https://doi.org/10.4018/978-1-7998-1213-5.ch013

APA

Pfannenstiel, K. H. & Sanders, J. “. (2020). Characteristics and Instructional Strategies for Students With Mathematical Difficulties: In the Inclusive Classroom. In I. Management Association (Ed.), Accessibility and Diversity in Education: Breakthroughs in Research and Practice (pp. 240-271). IGI Global. https://doi.org/10.4018/978-1-7998-1213-5.ch013

Chicago

Pfannenstiel, Kathleen Hughes, and Jennifer “JC” Sanders. "Characteristics and Instructional Strategies for Students With Mathematical Difficulties: In the Inclusive Classroom." In Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 240-271. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1213-5.ch013

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Abstract

This chapter explores mathematics education for students with mathematical difficulties (MD) and disabilities. Academic achievement measures have remained stagnant for this student population over the past 20 years (NAEP, 2013). The authors highlight Multi-Tiered System of Support and evidence-based strategies as a means to address the unique needs of students with disabilities within inclusion and general education contexts. Common characteristics of students with MD are challenges with working memory, number sense, symbols, basic fact computational fluency, word problem solving, and self-regulation. Educators can apply these specific recommendations to enhance mathematics instruction to address the critical factors for academic success for all students, but specifically students in special education or with MD. In order to implement these evidence-based strategies and ensure specially designed instruction is being provided, co-teaching models are reviewed as one way to provide instructional support in an inclusive setting.

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