Abstract by Lauren Rigby
Conceptual Understanding of Students with Disabilities
Mathematics education reform has led to more conceptually focused instruction in the classroom. Despite an increase in student learning for students without disabilities, students in special education classes are receiving fewer chances to build on a conceptual understanding of mathematics. This lack of reformed teaching in special education classes could stem from a teacher belief that students with disabilities cannot think conceptually. Currently, there is very little research on the conceptual understanding of students in special education. This study will explore the conceptual thinking that can surface from students with disabilities.