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Mathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the past two decades, researchers have identified and validated a number of instructional practices that help students with LD understand and use mathematics in meaningful ways. The purpose of this article is to discuss instructional guidelines and evidence–based practices for building conceptual, procedural, and declarative knowledge within a comprehensive mathematics curriculum. The importance of balancing these three knowledge areas across mathematics content areas is noted.
Miller et al. (Thu,) studied this question.