Mathematics reform and learning differences

Reform in mathematics as advocated by the National Council of Teachers of M athematics (NCTM) has been met with much criticism by special educators. Sp ecifically, researchers are arguing that NCTM reports have neglected the ne eds of students with learning differences (LD) by failing to attend to the remedial techniques that have demonstrated effectiveness with this populati on. However, rather than to dismiss the recommendations made, some of the t eaching methodologies have been incorporated in traditional, explicitly bas ed instructional programs. This practice is unfortunate because constructiv ist theory related to the development of logical-mathematical structures of thought holds a completely different philosophical premise than the inform ation-processing perspective. This article will examine constructivist beli efs regarding the evolution of logical-mathematical thought structures so t hat its potential in meeting the needs of children with LD can be more hone stly evaluated.