Miller S P, Mercer C D
Department of Special Education, University of Nevada-Las Vegas 89154-3014, USA.
J Learn Disabil. 1997 Jan-Feb;30(1):47-56. doi: 10.1177/002221949703000104.
Research suggests that students with learning disabilities have significant difficulty acquiring and retaining math skills. A variety of factors seem to be contributing to the poor math performance of these individuals. The purpose of this article is to discuss these factors and make recommendations that will enhance the likelihood of better math performance. The article begins with a discussion of national reform movements that have influenced math instruction (i.e., National Council of Teachers of Mathematics Standards, minimum competency testing, graduation requirements, inclusion). Next, learner characteristics are reviewed, then issues related to math instruction are described. Finally, ways to improve current practices in math education are discussed.
研究表明，有学习障碍的学生在获取和保留数学技能方面存在重大困难。多种因素似乎导致了这些人的数学成绩不佳。本文的目的是讨论这些因素，并提出建议以提高取得更好数学成绩的可能性。文章首先讨论了影响数学教学的全国性改革运动（即美国数学教师协会标准、最低能力测试、毕业要求、全纳教育）。接下来回顾学习者特征，然后描述与数学教学相关的问题。最后，讨论改进当前数学教育实践的方法。
