The Hidden Benefits of Mathematical Modelling for Students with Disabilities

Abstract

The impact of learning via mathematical modelling tasks on students with disabilities in a remote part of Australia was studied to answer the question: Can students with disabilities learn through mathematical modelling tasks? Daily mathematics lessons were substituted with a set of modelling tasks for 1 month. A design-based research methodology with a neo-Vygotskian design philosophy and Feuerstein’s theory of structural cognitive modification was coupled to three intensive case studies to monitor how these students with disabilities responded to modelling tasks. Findings showed evidence of engagement and meaningful mathematical learning. “Hidden benefits” of modelling for students with disabilities were the development of literacy, social skills practice around collaboration and social negotiations, and support for the development of potentially more robust thinking operations.