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School of Education at the University of Wisconsin-Madison

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Integrating Mathematics Skills of Adolescents with Learning Disabilities

This research studies a mathematics acquisition model that describes how adolescents with learning disabilities solve meaningful mathematics problems. The proposed model differs from current instructional practices by acknowledging the intuitions and skills that students with learning disabilities often have, but seldom get to use in school settings. The investigation centers primarily on the ability of students to invent, apply, and transfer strategies to problems situated in authentic contexts. A secondary yet critical objective of the research documents changes in how teachers and students perceive and act on their beliefs in these contexts. Unlike many studies in which the goal is to find ways that students can improve their skills on decontextualized problems, this study emphasizes application of mathematics knowledge on authentic and near-authentic work situations.

Leadership

Brian Bottge

Funding

James S. McDonnell Foundation, Cognitive Studies for Educational Practice

Project Website

http://www.wcer.wisc.edu/archive/imsa/default.htm

Status

Completed Jun 30 2002

Contact Information

Brian Bottge
Email: team@education.wisc.edu