Teaching Algebra to Students With Learning Disabilities

Linda S. Impecoven-Lind, Anne Foegen

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

Algebra is a gateway to expanded opportunities, but it often poses difficulty for students with learning disabilities. Consequently, it is essential to identify evidence-based instructional strategies for these students. The authors begin by identifying three areas of algebra difficulty experienced by students with disabilities: cognitive processes, content foundations, and algebra concepts. The authors next describe three evidence-based strategies for addressing these needs: classwide peer-tutoring, cognitive strategy instruction, and explicit instructional routines.

Original languageEnglish (US)
Pages (from-to)31-37
Number of pages7
JournalIntervention in School and Clinic
Volume46
Issue number1
DOIs
StatePublished - 2010
Externally publishedYes

Keywords

  • Academic learning strategis
  • Content area instruction
  • Instructional strategies for mild and moderate disabilities
  • Mathematics disabilities
  • Secondary curriculum

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