Strategies for Teaching Algebra to Students With Learning Disabilities: Making Research to Practice Connections

Abstract

To improve student success in mathematics, the use of research-based interventions is necessary to help secondary students with learning disabilities (LD) access the algebra curriculum. The authors provide an overview of the following research-based approaches: explicit instruction, graduated instructional sequence, technology, and graphic organizers. For each approach, a summary of the research is provided along with suggestions for how the approach can be used by classroom teachers to support algebra instruction.