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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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Angeliki Kolovou, Marja van den Heuvel-Panhuizen, and Olaf Köller

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Although boys outperformed girls in early algebra performance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed.

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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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Teresa J. Gardner

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

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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.