This article makes the case for an alternative type of mathematics instruction for students with disabilities using multiplication. It explains how educators can skip addition and subtraction in computation instruction and start with multiplication by controlling for two elements: counting through 10 and place value. Word problems are also…

This paper proposes a theory that can account for differences between everyday and formal mathematics knowledge and a set of processes by which informal knowledge is transformed into formal mathematics. After an introduction, the paper is developed in five sections. The first section lays out the nature of informal, everyday mathematics knowledge.…