Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.
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Nevin Iliev and Frank D'Angelo
Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.
Sydney M. Holbert and Angela T. Barlow
To support all students in meeting the Common Core's Standards for Mathematical Practice, consider the key features of tasks without words.
Sarah J. Selmer and Kimberly Floyd
A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.
Teresa J. Gardner
Classroom activities can be part of an effective teaching strategy to help children whose math performance demonstrates a learning deficit.
Jo Anny Cady, Thomas E. Hodges, and Clara Brown
Incorporating these instructional practices for two mathematical tasks into lessons to support English learners gives them access to an excellent, equitable program.
