Goldman S R, Hasselbring T S
Learning Technology Center, Peabody College, Vanderbilt University, Nashville, TN 37203, USA.
J Learn Disabil. 1997 Mar-Apr;30(2):198-208. doi: 10.1177/002221949703000207.
In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist and social constructivist theories (see Rivera, this series) provides an opportunity to develop and implement a hybrid model of mathematics instruction. The hybrid model we propose embeds, or situates, important skill learning in meaningful contexts. We discuss some examples of instructional approaches to complex mathematical problem solving that make use of meaningful contexts. Evaluation data on these approaches have yielded positive and encouraging results for students with learning disabilities as well as general education students. Finally, we discuss various ways in which technology is important for realizing hybrid instructional models in mathematics.
在本文中，我们探讨了与学习障碍学生未来数学教学及成绩相关的问题。展望未来的起点是不断变化的数学学习标准和基本数学素养。我们认为，从行为主义学习理论向建构主义和社会建构主义理论的转变（见里维拉，本系列文章）为开发和实施数学教学的混合模式提供了契机。我们提出的混合模式将重要技能学习嵌入或置于有意义的情境中。我们讨论了一些利用有意义情境来解决复杂数学问题的教学方法示例。关于这些方法的评估数据对学习障碍学生以及普通教育学生都产生了积极且鼓舞人心的结果。最后，我们讨论了技术在实现数学混合教学模式方面的重要性的各种方式。
