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Mathematics education reform built up momentum in the early 1980s, as educators reacted to the "new math" of the 1960s and 1970s.The work of Piaget and other developmental psychologists had shifted the focus of mathematics educators from mathematics content to how children best learn mathematics. [3]
In particular, research surrounding students with disabilities in a mathematics classroom is mostly done by special education researchers. Some mathematics education researchers have called for more collaboration across disciplines to better understand supports that could be helpful to mathematics students with disabilities. [43]
Students in resource rooms either work individually with the teacher or in small groups of students, and focus on reading, writing, and mathematics. These sessions can occur anywhere in the school and do not require a specific classroom or space, such as the library or a teacher's lounge.
Depending on the type and severity of the disability, interventions, and current technologies may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simple, while others are intricate and complex. Current technologies may require student training to be effective classroom supports.
Higher academic achievement: Mainstreaming has shown to be more academically effective than exclusion practices. [9] For instance, the National Center for Learning Disabilities found that the graduation rate for students with learning disabilities was 70.8% for the 2013-2014 year, [10] although this report does not differentiate between students enrolled in mainstreaming, inclusive, or ...
Procedural concepts: Research by Geary has shown that in addition to increased problems with fact retrieval, children with math disabilities may rely on immature computational strategies. Specifically, children with mathematical disabilities showed poor command of counting strategies unrelated to their ability to retrieve numeric facts. [47]
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