ACHIEVING MEANINGFUL MATHEMATICS LITERACY FOR STUDENTS WITH LEARNING-DISABILITIES

In this article we consider issues relevant to the future of mathemati cs instruction and achievement for students with learning disabilities . The starting point for envisioning the future is the changing standa rds for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist a nd social constructivist theories (see Rivera, this series) provides a n opportunity to develop and implement a hybrid model of mathematics i nstruction. The hybrid model we propose embeds, or situates, important skill learning in meaningful contexts. We discuss some examples of in structional approaches to complex mathematical problem solving that ma ke use of meaningful contexts. Evaluation data on these approaches hav e yielded positive and encouraging results for students with learning disabilities as well as general education students. Finally, we discus s various ways in which technology is important for realizing hybrid i nstructional models in mathematics.