Research Should Focus on Improving Mathematics Proficiency for Students With Disabilities

Creator(s)

Bradley Witzel, Western Carolina UniversityFollow
Jonte Myers, Georgia State UniversityFollow
Jenny Root, Florida State UniversityFollow
Shaqwana Freeman-Green, University of North FloridaFollow
Paul Riccomini, The Pennsylvania State UniversityFollow
Pamela Mims, East Tennessee State UniversityFollow

Document Type

Article

Publication Date

5-4-2023

Description

Students with disabilities experience differential levels of achievement in mathematics when compared with their nondisabled peers. Identifying and implementing evidence-based practices (EBPs) is essential to increase their mathematics achievement. However, an argument is re-emerging that calls into question the effectiveness of well-known EBPs, such as explicit/direct instruction. However, the argument is based on opinion and conjecture, rather than student outcome measures. In this commentary, we use research on explicit and direct instruction with mathematics to (a) highlight the confusion over theoretical implications, (b) call for researchers to reduce personal bias within research, and (c) emphasize the need for improving outcomes of students with disabilities affecting mathematics learning.

Citation Information

Witzel, Bradley; Myers, Jonte; Root, Jenny; Freeman-Green, Shaqwana; Riccomini, Paul; and Mims, Pamela, "Research Should Focus on Improving Mathematics Proficiency for Students With Disabilities" (2023). ETSU Faculty Works. 991.
https://dc.etsu.edu/etsu-works-2/991