This is common for students with sp

This is common for students with special education needs who are generally instructed at a procedural rather than conceptual level and who are typically offered fewer opportunities to engage in meaningful mathematics (Lambert & Tan, 2017). It was not that Cristina could not “do” mathematics; it was more that she had never been asked. As a result, she was easily frustrated by mistakes and had had few expe-riences in mathematics that optimized the skills she did have. The introduction of ARPA provided Cristina with opportunities to engage in meaningful mathematics on which she could reflect positively. She began to like math and found satisfaction in solving problems.