Special education students often lack the math skills needed to succeed independently in a secondary classroom. These students have difficulty applying necessary basic math skills as well as maintaining basic math skills across grade levels. Lack of understanding, in addition to causing difficulties in the classroom, can lead to other personal and social dilemmas for special education students. Lack of motivation, anger, lack of self-worth, and other disruptive behaviors can arise due to the difficulties special education students encounter in the classroom. In order to help these students overcome their weak problem-solving skills, effective strategy-based teaching is necessary. Teachers are looking for effective strategies to successfully instruct these students (Maccini & Strickland, 2010). Finding meaningful problem-solving strategies that can motivate and expand special education students' knowledge is often a problem for secondary school teachers. Special educators are looking for ways to modify instructional practices for students with specific learning disabilities in the area of ​​mathematics. Special educators advocate for changes in instructional practices for students with mathematics learning disabilities that reflect a more balanced approach to teaching (Bottge, Kwon, LaRoque, Rueda, & Serlin, 2007). Research has shown that strategies can improve students’ performance in mathematics (Maccini & Strickland, 2010). In 2000, the National Council of Teachers of Mathematics (NCTM) proclaimed that schools should help students build confidence in their ability to tackle difficult strategies. FOR SPECIAL EDUCATION STUDENTSProblems, wanting to figure things out in the middle of a sheet of paper......109.Cormier, P., Carlson, JS and Das, JP (2008). Planning ability and cognitive performance: The compensatory effects of a dynamic assessment approach. Learning and Individual Differences, 2, 437-449. Iseman, J. S. & Naglieri, J. A. (2011). Cognitive strategy instruction to improve mathematical calculation for children with ADHA and LD: a randomized controlled study. Journal of Learning Disabilities. 44(2), 184-195. Maccini, P. and Strickland, T.K. (2010). Strategies for teaching algebra to students with learning disabilities: Doing research to practice connections. Intervention in school and clinic. 46(1) 38-45. Zirkle, M. L. (2005). The effects of the SMART board interactive whiteboard on high school students with special needs in a functional mathematics course. Retrieved from http://downloads01.smarttech.com/media/research.pdf