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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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Catherine Tabor

A programming activity helps students give meaning to the abstract concept of slope.

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Sabrina R. Goldberg

Introduce mixed-ability classes to a project exploring famous mathematicians and scientists and ignite students' math interest.

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Jason Lee O'Roark

After teaching high school mathematics in Maryland for three years, I began teaching sixth-grade mathematics in one of the best school districts in Pennsylvania (according to state test scores) and have been teaching there for the past six years. My high school teaching background led me to differentiate differently from my colleagues. I share my observations of the result of the differences in methodology and my conclusions from those observations, and I offer a plan to implement changes in the way that mathematics is taught.

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Christa Jackson, Cynthia Taylor, and Kelley Buchheister

Incorporating math games into the classroom will help your students become motivated problem solvers.

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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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Christine K. Pritchard and John H. Lamb

Teaching a visual subject to a visually challenged student inspires strategies that benefit all students in a class.

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Diana Treahy and Susan Gurganus

Teachers describe five proven, effective co-teaching strategies for collaborative partnerships with special education instructors and other professionals.