2025/03/12 by Sarah Rannells Powell, Marcia A. Barnes, Jenny Root +31
#disability #evidence #mathematics #mathematics instruction #research
paper · doi:10.25894/rise.2796
A joint position statement issued in December 2024 by the National Council of Teachers of Mathematics (NCTM) and the Council for Exceptional Children (CEC) on teaching mathematics to students with disabilities lacked substantive, actionable, research-validated recommendations to support the work of practitioners in the field. Herein, we provide a rationale for ways in which the eight recommendations for teachers included in the position statement fell short, provided misleading information, and ignored the large body of research on providing mathematics instruction for students with mathematics disability or difficulties. In response, we offer seven actionable, research-validated recommendations, including: (1) use systematic, explicit instruction; (2) use clear and concise mathematical language; (3) use multiple representations, including number lines; (4) develop fluency; (5) develop word-problem solving; (6) provide multiple and frequent response opportunities with feedback and effective practice; and (7) collect data to adapt instruction.