Mathematics Education and Special Education: Searching for Common Ground and the Implications for Teacher Education

Brian Boyd, Mary Ellen Bargerhuff

Abstract


This article examines research literature that overlaps the fields of mathematics and
special education, with a particular focus on students with disabilities at the middle
and high school levels. We report the results of this literature by describing some of
the inconsistencies or contradictions between the fields as well as the commonalities
that exist in the research and recommendations. Finally, we address implications for
preparing future mathematics and special education teachers to work with their
students, each of whom will have unique learning strengths and needs.

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