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Katherine E. Lewis

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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Cristina Gomez and Dani Novak

Consider using these problems to help students develop number and operation sense in a simple and fun way.

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Penny Cataldo

In addition to differentiating and developing curriculum, this teacher's transition to coaching in an early childhood setting involves a complex blend of mentoring teachers, teaching students, and discovering resources.

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Jonathan N. Thomas and Pamela D. Tabor

Use these descriptions of diagnostic and instructional tools to help young learners move beyond reliance on physical materials to negotiate arithmetic tasks.

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Bridget Christenson and Anita A. Wager

The Balanced Mathematics framework addresses differential needs of all learners.

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Laura Bofferding, Melissa Kemmerle, and Aki Murata

Focusing on differentiation, three teachers push all their kindergartners toward recognizing relationships among combinations.

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Katherine A. G. Phelps

Fourth- and fifth-grade learners can use differentiated number sets within CGI problem structures to add and subtract fractions with unlike denominators.

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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.

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Hulya Kilic, Dionne I. Cross, Filyet A. Ersoz, Denise S. Mewborn, Diana Swanagan, and Jisun Kim

Different types of instructional facilitation influence students' thinking and reasoning; reflecting on your own practices can help you determine your role as an instructor and increase your competence.