Mathematics Reform and Learning Differences

Abstract

Reform in mathematics as advocated by the National Council of Teachers of Mathematics (NCTM) has been met with much criticism by special educators. Specifically, researchers are arguing that NCTM reports have neglected the needs of students with learning differences (LD) by failing to attend to the remedial techniques that have demonstrated effectiveness with this population. However, rather than to dismiss the recommendations made, some of the teaching methodologies have been incorporated in traditional, explicitly based instructional programs. This practice is unfortunate because constructivist theory related to the development of logical-mathematical structures of thought holds a completely different philosophical premise than the information-processing perspective. This article will examine constructivist beliefs regarding the evolution of logical-mathematical thought structures so that its potential in meeting the needs of children with LD can be more honestly evaluated.