Constructivism and the Role of Skills in Mathematics Instruction for Academically At-Risk Secondary Students

Abstract

Summary Instructional uses of technology in special education have evolved considerably over the last two decades. Many researchers have moved away from stand alone uses (e.g., computer assisted instruction) toward an array of different technologies that serve as tools in complex learning environments. A change in thinking about teaching and learning has also occurred, as researchers have moved away from didactic instructional methods to constructivist approaches. Yet constructivism remains problematic for many in the field, in part because of the traditional emphasis on skills in day-to-day instruction. This article describes how skills instruction can be an important feature of constructivism for teaching special education students.