Formal Reasoning Abilities of Learning Disabled Adolescents: Implications for Mathematics Instruction

Abstract

Modern mathematics education relies heavily upon the cognitive theories of Jean Piaget and Jerome Bruner. These theories provide the basis for explanations of levels of development as well as direction for instructional procedures. Research related to cognitive abilites in learning disabled adolescents, specifically in mathematics, are virtually nonexistent. The present investigation sought to determine the level of formal reasoning in mathematics of LD adolescents. The results of the study suggest that LD junior high school students are functioning at the concrete operations stage of Piaget's developmental sequence. The need for mathematics interventions which use interactive and iconic, as well as verbal/symbolic, representations is stressed.