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TECHNOLOGY, MATHEMATICS PS/RTI, AND STUDENTS WITH LD: WHAT DO WE KNOW, WHAT HAVE WE TRIED, AND WHAT CAN WE DO TO IMPROVE OUTCOMES NOW AND IN THE FUTURE?
David H. Allsopp, Patricia Alvarez McHatton and Jennie L. Farmer
Learning Disability Quarterly
Vol. 33, No. 4, Technology Integration (Fall 2010), pp. 273-288
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/23053230
Page Count: 16
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Effective integration of technology within mathematics problem solving/response to instruction (PS/RTI) for students with/at risk for identification of learning disabilities (LD) is the focus of this article. The discussion is situated within the current context of mathematics PS/RTI, the literature base relative to technology integration in mathematics for students with LD, and emerging 21st-century technologies. Limitations of the research base are identified, and suggestions for the future are provided. Next, a systematic framework for integration of technology in mathematics PS/RTI is introduced that incorporates consideration of (a) effective mathematics instructional practice within mathematics PS/RTI, and (b) the nature of the mathematics content and student learning barriers and strengths. Ways in which technology can enhance effective mathematics practices for students with LD are suggested, and implications for research, development, and practice are discussed.
Learning Disability Quarterly © 2010 Hammill Institute on Disabilities