Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities

Author:
Katherine E. Lewis University of Washington, Seattle

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Volume/Issue:
Volume 45: Issue 3
Page(s):
351–396
DOI:
https://doi.org/10.5951/jresematheduc.45.3.0351
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Subjects:
Grade(s) or Audience, All grades PK-12, Teacher:Early Career, Grades 3-5, Third, Fourth, Fifth, Grades 6-8, Sixth, Seventh, Grades PK-2, First, Second, Math Topic, Geometry, Number, Number & Operations—Fractions, Number Sets and Systems, Other Topic, Equity, Learning Disabilities/Struggling Learners, Teaching and Learning Instruction, RtI/Intervention, Differentiation, Research, Research Study, Action Research/Teaching Experiments, Research Synthesis, Research Report, Professional Development / Teacher Training
Keywords:
Dyscalculia; Fractions; Learning disability; Mathematical learning disability; CCSS.Math.Content.7.NS.A.1d; CCSS.Math.Content.7.NS.A.1b; CCSS.Math.Content.1.G.A.3; CCSS.Math.Content.2.G.A.3; CCSS.Math.Content.3.G.A.2; CCSS.Math.Content.3.NF.A.1; CCSS.Math.Content.3.NF.A.3c; CCSS.Math.Content.3.NF.A.3b; CCSS.Math.Content.3.NF.A.3a; CCSS.Math.Content.3.NF.A.3d; CCSS.Math.Content.5.NF.B.3; CCSS.Math.Content.5.NF.A.1; CCSS.Math.Content.6.NS.C.7b; CCSS.Math.Content.4.NF.B.4a; CCSS.Math.Content.4.NF.B.3a; CCSS.Math.Content.4.NF.A.1; CCSS.Math.Content.4.NF.A.2

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.

Contributor Notes

Katherine E. Lewis, University of Washington, College of Education, Box 353600, Seattle, WA 98195; kelewis2@uw.edu

(Corresponding author is Lewis kelewis2@uw.edu)
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Journal for Research in Mathematics Education
Cover Journal for Research in Mathematics Education
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2014
Page Count:
46
Article Category:
Research Article
Print Publication Date:
01 May 2014
Online Publication Date:
May 2014
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