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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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Nevin Iliev and Frank D'Angelo

Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.

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Higinio Dominguez and Melissa Adams

Complement teacher noticing with student noticing to enhance the teaching and learning of estimation.

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Tamsin Meaney, Tony Trinick, and Uenuku Fairhall

In this article, we explore how a school in Aotearoa [New Zealand] infuses the identity of Indigenous students into the school-based curriculum through the promotion of their language and culture in mathematics lessons. Bernstein's pedagogic device illustrates how teachers' practices were influenced by being able to think the “unthinkable.” This came from the contestation that arose when competing bodies of knowledge had to be integrated both at the school level and at the classroom level. For equity to be achieved regarding students' mathematics learning, parents' and the community's aspirations for students' education need to be infused into debates about the knowledge that teachers are expected to include in their teaching. This enables the local context to make a positive contribution to students' learning. It also implies that programs for improvement should not be imposed on schools unless there are opportunities for them to be adapted to the needs of individual schools.

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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.

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Janet B. Andreasen and Jessica H. Hunt

To meet diverse student needs, use an approach that is situated in understanding fractions.

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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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Thomas E. Hodges, Terry D. Rose, and April D. Hicks

A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.

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Gina Gresham and Mary Little

Sit beside a fourth-grade teacher being trained to diagnose learning deficits and then develop and implement intervention strategies to help a struggling student become a successful learner.

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Teresa J. Gardner

Classroom activities can be part of an effective teaching strategy to help children whose math performance demonstrates a learning deficit.