The Common Core State Standards in Mathematics (CCSSM) were released more than 10 years ago. This set of standards outlines the mathematics that all students should know and be able to do to prepare them for post-secondary education and employment. Students with learning disabilities (LD) continue to underperform in relation to their peers without disabilities in secondary mathematics. As high school Algebra I is a required course for the majority of students, research-based instructional practices should be utilized to support students with LD in Algebra I. This article summarizes recent research on instructional practices for teaching algebra content that aligns to the CCSSM. Specifically, three types of instructional practices have been found to promote progress in the high school algebra content: (a) concrete-representational-abstract integration, (b) virtual manipulative instruction, and (c) gestures and diagrams.

数学共同核心国家标准 (CCSSM) 于 10 多年前发布。这套标准概述了所有学生应该知道并能够做的数学，为他们接受高等教育和就业做好准备。与没有学习障碍的同龄人相比，有学习障碍的学生 (LD) 在中学数学方面继续表现不佳。由于高中代数 I 是大多数学生的必修课，因此应利用基于研究的教学实践来支持代数 I 中的 LD 学生。 本文总结了与 CCSSM 一致的代数内容教学实践的最新研究。具体而言，已发现三种类型的教学实践可以促进高中代数内容的进步：