Mathematics education and special education have historically held very different perspectives about improving students’ learning of mathematics. Given the growing numbers of students with disabilities receiving mathematics instruction in general education classrooms, it is vital to address these differences and build bridges across the two fields. Foegen and Dougherty draw attention to critical issues for students with mathematics difficulties that lie at the intersection of mathematics education and special education, identifying areas of common ground as well as topics which are typically treated differently by the two fields.

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