Meeting the Challenge of Mathematics Reform for Students with LD

By J. Woodward, M. Montague. 2002

153 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/54d6319dd3a4d848afc833ac3123ca1be7607414

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Citations in the corpus

Error Analysis of Mathematical Word Problem Solving across Students with and without Learning Disabilities (2014, background): “It has been documented that students with LD consistently perform more poorly than typically achieving students on fact retrieval (Woodward & Montague, 2002), timed and untimed multiplication and division problems (Calhoon, Emerson, Flores, & Houchins, 2007), and even fraction equivalence problems…”
Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability (2012, unknown): “In practice, teachers also typically focus on repetitive practice of computational skills, based on the belief that students master readiness skills before engaging in higher order math lessons (Woodward & Montague, 2002).”
Promoting Strategic Learning by Eighth–Grade Students Struggling in Mathematics: A Report of Three Case Studies (2005, methodology): “In 1989 the National Council for Teachers of Mathe-matics (NCTM) issued standards that have served as a catalyst for educational reform in mathematics for the last 15 years (NCTM, 1989, 2000; Woodward & Montague, 2002).”
Understanding the Development of Flexibility in Struggling Algebra Students (2010, background): “In addition to this empirical evidence, teachers also express concern about the high cognitive load inherent in introducing low achieving students to multiple new strategies at once (Woodward & Montague, 2002).”
Meeting the Curricular Needs of Academically Low-Achieving Students in Middle Grade Mathematics (2006, background): “Since the early 1990s, some critics have been understandably skeptical of this principle, particularly given the NCTM Standards’ considerable emphasis on conceptual understanding, problem solving, and constructivist pedagogy (Harris & Graham, 1996; Woodward & Montague, 2002).”
Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences (2003, background): “Finally, a number of researchers have discussed concerns related to students’ superﬁ-cial understanding of authentic problem solving (Doyle, 1988; Woodward & Montague, 2002).”
Constructivist mathematics education for students with mild mental retardation (2005, background): “A starting-point is given by efforts to distinguish implicit from explicit constructivism, and attempts to describe a more structured variant of constructivis m that provides skill development and guided practice ( Woodward & Montague, 2002 ).”
Early Identification and Interventions for Students With Mathematics Difficulties (2005, background): “In some respects , the field of mathematics instruction has been plagued with too much theory and theorizing and far too little programmatic, empirical research (Gersten et al., in press; National Research Council, 2001; Woodward & Montague, 2002).”
Review of Academic Mathematics Instruction for Students with Mild Intellectual Disability (2012, unknown): “…at odds with the current mathematics policy, educational reforms, and recommendations by general and special education researchers (Lesh et al., 1988; National Math Advisory Panel Report, 2008; NCTM, 2000; Ostad, 1998; van Garderen, 2007; Vergnaud, 1983; Woodward, 2004; Woodward & Montague, 2002).”
Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, background): “As nearly all states institute content or curriculum standards in mathematics (Woodward & Montague, 2002), the move to these newly demanding standards leaves many children and youth with EBD ill-prepared for their future (Wehby et al., 2003).”
Using Evidence–Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge (2007, background): “There is emphasis on problem solving within authentic contexts using active, social, and interactive processes (Gersten & Baker, 1998; Hudson, Miller, & Butler, 2006; Maccini & Gagnon, 2002; Woodward & Montague, 2002).”
Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders (2015, unknown): “Mathematics instruction in special education has been typiﬁed to a considerable extent by its focus on rote memorization of facts and computational skills, rather than on developing and expanding mathematical skills to be applied in authentic problem situations (Woodward & Montague, 2002).”
A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics (2011, background): “Researchers (Ginsburg-Block & Fantuzzo, 1998; Woodward & Montague, 2002) contend that areas emphasized in the NCTM standards, such as problem-solving skills, are areas of concern for struggling learners too, and aligning interventions with the standards is beneﬁcial for students who have…”
Integrating Reform–Oriented Math Instruction in Special Education Settings (2007, background): “Special educators have also advocated for changes in instructional practices for students with learning disabilities in math (MLD) that reflect a more balanced approach between problem-solving and basic skills instruction (e.g., Jones, Wilson, & Bhojwani, 1997; Woodward & Baxter, 1997; Woodward & M”