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“The book makes a significant contribution in terms of providing an explanation of the history of the disconnect between the fields of special education and mathematics education.”

—PsycCRITIQUES


“This volume fills an important gap in the literature on mathematics disabilities. Chapters by leaders in the field address important, timely, and challenging issues related to standards, curriculum, and individualized teaching approaches for middle school students who are struggling in math. The volume is a valuable source of information for preservice as well as inservice special educators. It would be an excellent text for math methods courses in teacher preparation programs.”

—Nancy C. Jordan, EdD, University of Delaware


“The teaching and learning of mathematics has become an especially high-stakes endeavor. The associated challenges are only compounded for children with learning disabilities, their teachers, and their parents. Montague and Jitendra have assembled a strong group of scholars to address core issues regarding the mathematics education of these students. This is a timely and much-needed contribution that will help to expand the field of mathematics learning disabilities beyond the elementary school years, and that provides a good resource for teachers who are working to educate these students.”

—David C. Geary, PhD, University of Missouri-Columbia


“This book provides useful suggestions for developing a rigorous math program in an inclusive setting. It emphasizes a strategy-based approach to learning that encourages higher-order thinking from all students. Providing a framework for creating a positive, collaborative classroom environment, the book will help to bridge the achievement gap for students with mathematics disabilities.”

—Christopher Love, MAT, Montgomery County Public Schools, Maryland


“Montague and Jitendra, both prominent researchers on their own, have assembled an outstanding group of authors to present the latest knowledge about learning and instruction for students with mathematics disabilities. This important text should be required reading for all researchers, graduate students, and practitioners interested in scientifically based, state-of-the-art practices. Although the focus is middle school students, those working with elementary and high school students will also benefit from the information presented in this volume.”

—Thomas Scruggs, PhD, George Mason University

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Table of Contents

Introduction, Marjorie Montague and Asha K. Jitendra

1. Standards-Based Mathematics Instruction and Teaching Middle School Students with Mathematical Disabilities, Diane Pedrotty Bryant, Sun A. Kim, Paula Hartman, and Brian R. Bryant

2. Making Reform-Based Mathematics Work for Academically Low-Achieving Middle School Students, John Woodward

3. Teaching Problem-Solving Skills to Middle School Students with Learning Difficulties: Schema-Based Strategy Instruction, Yan Ping Xin and Asha K. Jitendra

4. Teaching Visual Representation for Mathematics Problem Solving, Delinda van Garderen

5. Self-Regulation Strategies for Better Math Performance in Middle School, Marjorie Montague

6. Evaluating Instructional Effectiveness: Tools and Strategies for Monitoring Student Progress, Anne Foegen

7. Quality Mathematics Programs for Students with Disabilities, Diane Kinder and Marcy Stein

8. Facilitating Teacher Collaboration in Middle School Mathematics Classrooms with Special-Needs Students, Rene S. Parmar and Janet R. DeSimone

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About the Editors

Marjorie Montague, PhD, is a Professor of Special Education at the University of Miami, where she directs the graduate programs in learning, attention, and behavior disorders.

Asha K. Jitendra, PhD, is a Professor and Coordinator of Special Education at Lehigh University, where she is also on the faculty of the Center for Promoting Research to Practice—School, Families, and Communities.

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Contributors

Brian R. Bryant, PhD, Department of Special Education, University of Texas, Austin, Texas

Diane Pedrotty Bryant, PhD, Department of Special Education, University of Texas, Austin, Texas

Janet R. DeSimone, EdD, Division of Education, Lehman College, City University of New York, New York, New York

Anne Foegen, PhD, Department of Curriculum and Instruction, Iowa State University, Ames, Iowa

Paula Hartman, MA, Department of Special Education, University of Texas, Austin, Texas

Asha K. Jitendra, PhD, Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania

Sun A. Kim, MA, Department of Special Education, University of Texas, Austin, Texas

Diane Kinder, PhD, Education Program, University of Washington, Tacoma, Washington

Marjorie Montague, PhD, Department of Teaching and Learning, University of Miami, Coral Gables, Florida

Rene S. Parmar, PhD, Department of Administrative and Instructional Leadership, St. John’s University, New York, New York

Marcy Stein, PhD, Education Program, University of Washington, Tacoma, Washington

Delinda van Garderen, PhD, Department of Educational Studies, State University of New York at New Paltz, New Paltz, New York

John Woodward, PhD, School of Education, University of Puget Sound, Tacoma, Washington

Yan Ping Xin, PhD, Department of Educational Studies, Purdue University, West Lafayette, Indiana

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Audience

Special educators, middle school math teachers, teacher educators, staff developers, and advanced undergraduate- and graduate-level students.

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Course Use

May serve as a text in special education math or methods courses.