647
Views
14
CrossRef citations to date
0
Altmetric
Original Article

Optimizing Math Curriculum to Meet the Learning Needs of Students

&
Pages 13-18 | Published online: 07 Aug 2010

References

  • Baker, S., Gersten, R., & Lee, D. S. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. Elementary School Journal, 103, 51-74.
  • Bottge, B. A. & Hasselbring, T. S. (1993). A comparison of two approaches for teaching complex, authentic mathematics problems to adolescents in remedial math classes. Exceptional Children, 59(6). 556-566.
  • Carnine, D., Jitendra, A., & Silbert, J. (1997). A descriptive analysis of mathematics curricular materials from a pedagogical perspective. Remedial and Special Education, 18(2), 66-81.
  • Cawley, J. F., & Miller, J. H. (1989). Crossectional comparison of the mathematical performance of children with learning disabilities: Are we on the right track toward comprehensive programming? Journal of Learning Disabilities, 23, 250-254, 259.
  • Cawley, J. F., Parmar, J., Foley, R., Salmon, T. E., Sharmila, S., & Sharmila, R. (2001). Arithmetic performance of students: Implications for standards and programming. Exceptional Children, 67(3), 1-18.
  • Fiore, T. A., & Cook, R. A. (1994). Adopting textbooks and other instructional materials: Policies and practices that address diverse learners. Remedial and Special Education, 15(6), 333-347.
  • Garner, R. (1992). Learning from school texts. Educational Psychologist, 27, 53-63.
  • Hutchinson, N. L. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16, 34-63.
  • Individuals with Disabilities Education Act (IDEA), Federal Register, 34 C. F. R. Parts 300 and 303 (1999).
  • Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004) (reauthorization of the Individuals with Disabilities Education Act of 1990).
  • Jitendra, A. K., Salmento, M. M., & Haydt L. A. (1999). A case analysis of fourth-grade subtraction instruction in basal mathematics programs: Adherence to important instructional design criteria. Learning Disabilities Research & Practice, 14(2), 69-79.
  • Kelly, B., Carnine, D., Gersten, R. & Grossen, B. (1986). The effectiveness of videodisc instruction in teaching fractions to learning-disabled and remedial high school students. Journal of Special Education Technology, 8(2), 5-17.
  • Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
  • McLeod, T., & Armstrong, S. (1982). Learning disabilities in mathematics: Skill deficits and remedial approaches. Learning Disability Quarterly, 5, 305-311.
  • Mercer, S. C., & Miller, N. L. (1992). Teaching students with learning problems in math to acquire, understand, and apply basic math facts. Remedial and Special Education, 13(3), 19-25.
  • Miles, D. D., & Forcht, J. P. (1995). Mathematics strategies for secondary students with learning disabilities or mathematics deficiencies: A cognitive approach. Intervention in School and Clinic, 31, 91-96.
  • Miller, S. P., & Mercer, C. D. (1997). Educational aspects of mathematical disabilities. Journal of Learning Disabilities, 30, 47-56.
  • National Center for Education Statistics. (2005). National assessment of educational progress: The nation's report card. Retrieved September 30, 2006, from http://nces.ed.gov/nationsreportcard/mathematics/
  • National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
  • No Child Left Behind Act, 20 U.S.C. 70 § 6301 et seq (2001).
  • Parmar, R. S. (1992). Protocol analysis of strategies used by students with mild disabilities when solving arithmetic word problems, Diagnostigue, 17, 227-243.
  • Porter, A. (1989). A curriculum out of balance: The case of elementary school mathematics. Educational Researcher, 18(5), 9-15.
  • Rosenshine, B., & Stevens, R. (1986). Teaching functions. In W. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376-391). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Sanders, S., Riccomini, P. J., & Witzel, B. S. (in press). The algebra readiness of high school students in South Carolina: Implications for middle school math teachers. South Carolina Middle School Association Journal.
  • Schumm, J. S., Vaughn, S., & Saumell, L. (1994). Assisting students with difficult textbooks: Teacher perceptions and practices. Reading Research and Instruction, 34(1), 39-59.
  • Simpson, R. L., LaCava, P. G., & Graner, P. S. (2004). The No Child Left Behind Act: Challenges and implication for educators. Intervention in School and Clinic, 40(2), 67-75.
  • South Carolina Department of Education. (2000). South Carolina Academic Standards. Retrieved February 14, 2005 from http://ed.sc.gov/agency/offices/cso/standards/math/
  • Stein, M., Silbert, J., & Carnine, D. (1997). Designing effective mathematics instruction: A direct instruction approach (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.