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| Introduction | |
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| Standards-Based Mathematics Instruction and Teaching Middle School Students with Mathematical Disabilities | |
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| What Are the NCTM's Principles and Standards for School Mathematics? | |
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| Why Do Students with Mathematical Disabilities Have Difficulty Learning the Principles and Standards for School Mathematics? | |
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| How Can Teachers Adapt Mathematics Instruction to Help Students with Mathematical Disabilities Benefit from Instruction? | |
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| Adaptations Framework in Action: Instructional Lesson-Buying Sod for the Backyard | |
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| Conclusion | |
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| Making Reform-Based Mathematics Work for Academically Low-Achieving Middle School Students | |
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| Aligning Mathematics Instruction for Students with Learning Disabilities with Mathematical Proficiency | |
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| Implications for Instruction | |
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| Teaching Problem-Solving Skills to Middle School Students with Learning Difficulties: Schema-Based Strategy Instruction | |
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| Mathematical Problem Solving | |
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| What Is Schema-Based Strategy Instruction? | |
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| Multiplication and Division Word Problems | |
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| Schema-Based Problem-Solving Instruction | |
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| Summary | |
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| Teaching Visual Representation for Mathematics Problem Solving | |
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| Why Instruct Students with Mathematics Disabilities to Use Diagrams for Solving Word Problems? | |
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| Developing Students' Ability to Solve Word Problems Using Diagrams | |
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| Implementing Diagrammatic Instruction | |
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| A Caution | |
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| Conclusion | |
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| Self-Regulation Strategies for Better Math Performance in Middle School | |
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| Why Are Students with Learning Disabilities Such Poor Mathematical Problem Solvers? | |
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| How Do Good Problem Solvers Solve Math Problems? | |
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| How Can We Teach Students with Learning Disabilities to Be Better Math Problem Solvers? | |
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| Solve It!: A Validated Math Problem-Solving Program | |
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| A Sample Solve It! Lesson | |
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| Conclusion | |
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| Evaluating Instructional Effectiveness: Tools and Strategies for Monitoring Student Progress | |
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| Progress Monitoring: A Tool for Evaluating Instructional Effectiveness | |
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| Monitoring Student Progress in Middle School Mathematics | |
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| Quality Mathematics Programs for Students with Disabilities | |
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| Critical Components of Effective Mathematics Instruction | |
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| Quality of Commercial Programs | |
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| Summary | |
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| Facilitating Teacher Collaboration in Middle School Mathematics Classrooms with Special-Needs Students | |
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| Developing Teacher Collaboration | |
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| Changing the Environment to Foster Collaboration | |
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| Making Modifications and Accommodations | |
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| Conclusion | |
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| Index | |