Abstract
The National Council of Teachers of Mathematics has called for instructional reforms that promote the mathematical power of all students (1989, 1991, 2000). Mathematical power involves (a) a positive disposition toward learning and using mathematics, including the confidence to tackle new and challenging problems; (b) understanding, including the ability to explain and justify the rationale for a procedure; and (c) inquiry skills, such as the ability to solve problems (Baroody with Coslick 1998). The term all students includes those “who have not been successful in school” (NCTM 1991, p. 4), including children with behavioral disorders (Thornton and Bley 1994). Are we being realistic to expect that the new Standards-based approach to mathematics instruction (NCTM 1989, 1991, 2000) will be successful with children who are in emotional turmoil, are angry, or are prone to acting out? Are such children capable of acquiring any real degree of mathematical power?
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