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
Teacher-Initiated Differentiation
Jacque Ensign
Two classrooms become models for their large, urban district.
Connecting Research to Teaching: Making Student Thinking Public
Shari L. Stockero and Laura R. Van Zoest
Teachers often have students publicly share their mathematical thinking as part of classroom instruction. Before reading further, we invite you to stop and think about this practice by writing down your responses to the following two questions:
Techniques for small-group discourse
Hulya Kilic, Dionne I. Cross, Filyet A. Ersoz, Denise S. Mewborn, Diana Swanagan, and Jisun Kim
Different types of instructional facilitation influence students' thinking and reasoning; reflecting on your own practices can help you determine your role as an instructor and increase your competence.
