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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Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities
Katherine E. Lewis
Calculator Programming Engages Visual and Kinesthetic Learners
Catherine Tabor
A programming activity helps students give meaning to the abstract concept of slope.
The Great Mathematician Project
Sabrina R. Goldberg
Introduce mixed-ability classes to a project exploring famous mathematicians and scientists and ignite students' math interest.
Sound Off!: The Myth of Differentiation in Mathematics: Providing Maximum Growth
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.
Bingo! Select Games for Mathematical Thinking
Christa Jackson, Cynthia Taylor, and Kelley Buchheister
Incorporating math games into the classroom will help your students become motivated problem solvers.
Using Math Stations for Commonsense Inclusiveness
Janet B. Andreasen and Jessica H. Hunt
To meet diverse student needs, use an approach that is situated in understanding fractions.
UDL for Geometric Length Measurement
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.
Teaching Geometry to Visually Impaired Students
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.
Models for special needs students
Diana Treahy and Susan Gurganus
Teachers describe five proven, effective co-teaching strategies for collaborative partnerships with special education instructors and other professionals.
