ABSTRACT
Society increasingly relies on the use and advancement of technology, efficiency, and problem-solving, but for many children with disabilities, mathematics knowledge and skills are barriers to college enrollment and access to careers in the science, technology, engineering, and mathematics (STEM) professions. Students with disabilities not only experience difficulties learning mathematics content but also tend to demonstrate higher levels of math anxiety and poorer attitudes toward mathematics, which are related to more frequent math-avoidant behaviors and exacerbating the barriers to their success. The overarching goal of this chapter is to help readers understand how the development of mathematics knowledge and skills may differ between children with and without disabilities and to provide indicators to help identify when a child has difficulty. This chapter also provides an overview of how executive functioning, math anxiety, and attitudes toward math play a role in mathematics learning and the distinctions in experiences for students with disabilities. Readers will gain knowledge to leverage these developmental considerations in supporting all children’s mathematical thinking and learning.
