Author: Rachel Lambert
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New research on how learners in special education intuitively and accurately use indirect addition for subtraction
For far too long, the assumption has been that learners with disabilities cannot benefit from constructivist mathematics instruction. This assumption, in my opinion, is based on the highly erroneous idea that kids with disabilities cannot think for themselves, but must be spoon-fed methods. In my experience, this is not true.…
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Mindset
A great introduction to mindset from Jo Boaler. Mindset is incredibly important for kids with disabilities in mathematics. Too often, kids with disabilities are given the impression that they lack the ability to do complex mathematics. And, perversely, when kids are labeled LD, they are often told that they are…
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Complex Instruction
Complex Instruction (Cohen & Lotan, 1997) is a variation on cooperative learning that has been more successful because it directly addresses issues of status and access.
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Designing intervention on the landscape of learning
In 1999, I was working as a special educator in an inclusive elementary school. My ideas about mathematics instruction were old-fashioned. A few of my fifth-grade students had particular difficulties in multiplication, and it was hard to see what they could do—I was so focused on what they couldn’t do. …
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Designing intervention in operations
In Models of Intervention in Mathematics, edited by Cathy Fosnot and published by NCTM in 2010, Susan Jo Russell wrote a piece called “The habit of reasoning: Uncovering competence through focused instruction.” I love this piece because it gives a structure to how teachers can plan intervention with kids that…
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