This is the summary of a presentation given at the 74th Annual NCTM Meeting, 25-28 April 1996, San Diego, CA.
Participants will carry out and analyze inquiry based mathematics tasks and approaches for their potential to develop mathematical thinking among middle school students with learning disabilities. Investigations highlighting area and numerical reasoning/number sense will serve to exemplify characteristics of an inquiry approach that, with appropriate modification, can help meet the needs of diverse learners. Regular education teachers involved in inclusion settings will share their perspectives and their students' work.
Carol A. Thornton (Illinois State University, Normal, IL)
Denise Anthony (Brighton School District, Rochester, NY)
Anne Bartel (Minneapolis Public Schools, Minneapolis, MN)
Nancy Bley (Park Century School, Los Angeles, CA)
Raffaella Borasi (University of Rochester, Rochester, NY)
Cynthia Callard (Brighton School District, Rochester, NY)
Judi Fonzi (University of Rochester, Rochester, NY)
Carol McGehe (University of Illinois, Urbana, IL)
Constance Smith (state University of New York, Geneseo, NY)
Sally Tucker (Bloomington Public Schools, Bloomington, IL)
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