Weaving mathematical instructional strategies into inclusive settings

Academic Article

Abstract

  • In order to facilitate the successful inclusion of students with disabilities into general education mathematics classes, efforts must be made to explicitly examine how the needs of these students can be reconciled with the direction of mathematics reform. This article describes a framework that allows teachers in inclusive settings to interweave together instructional strategies from a variety of paradigms in order to meet individual learning needs in an environment that embraces current reform initiatives. Factors to be considered in the instructional decision-making process are highlighted, and an instructional continuum from more teacher-centered strategies to more student-centered strategies is described.
  • Authors

    Published In

    Digital Object Identifier (doi)

    Author List

  • Karp KS; Voltz DL
  • Start Page

  • 206
  • End Page

  • 215
  • Volume

  • 35
  • Issue

  • 4