Meeting the challenge of mathematics reform for students with learning disabilities
The purpose of this article was to examine the sustained effort to reform K-12 mathematics instruction in this country over the last 10 years and the implications of this reform for students with learning disabilities. We began by describing 3 forces that have driven mathematics reform: shifting theoretical paradigms, disappointing levels of mathematics performance of students in the United States, and the impact of rapidly changing technologies. Then we discussed concerns about this reform from the special education community. In the second half of the article, a synthesized special education research relevant to mathematics reform was provided along with thoughts about future directions in mathematics education for students with learning disabilities.