The readings are divided into two different categories: research and additional. The research readings are required readings for each of the lessons and may be found online with each lesson in this module. The additional readings are exemplary research-based readings that provide teachers with additional information for implementing research-based practices in their classrooms.

Jones, E. D., Wilson, R., & Bhojwani, S. (1997). Mathematics instruction for secondary students with learning disabilities. Journal of Learning Disabilities, 30, 151-163.

Rivera, D. P. (1997). Mathematics education and students with learning disabilities: Introduction to the special series. Journal of Learning Disabilities, 30, 2-19, 68.

Xin, Y. P., & Jitendra, A. K. (1999). The effects of instruction in solving mathematical word problems for students with learning disabilities: A meta-analysis. Journal of Special Education, 32, 207-222.

Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29, 41-62.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1990). The role of skills analysis in curriculum-based measurement in math. School Psychology Review, 19, 6-22

Humphreys, A. H., Post, T. R., & Ellis, A. K. (1988). Developing relationships among mathematics and other subjects: An interdisciplinary approach. In T. R. Post (Ed.), Teaching Mathematics in Grades K-8: Research Based Methods (pp.314-333). Boston: Allyn and Bacon.

Hutchinson, N. L. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16, 34-63.

Lehrer, R., & Littlefield, J. (1993). Relationships among cognitive components in logo learning and transfer. Journal of Educational Psychology, 85, 317-330.

Mastopieri, M. A., Scruggs, T. E., & Shiah, S. (1991). Mathematics instruction for learning disabled students: A review of the research. Learning Disabilities Research and Practice, 6, 89-98.

O'Callaghan, B. R. (1998). Computer-intensive algebra and students' conceptual knowledge of functions. Journal for Research in Mathematics Education, 29, 21-40.

Papert, S. (1980) Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.

The Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19 (5), 2-10.