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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Cathery Yeh
Postscript items are designed as rich “grab-and-go” resources that any teacher could quickly incorporate into his or her classroom repertoire with little effort and maximum impact. The current article shares ideas for using Pattern Blocks to increase students' creativity and problem solving skills while extending their understanding of geometric reasoning and number sense.
Taajah Felder Witherspoon
Observe fourth graders' thinking in action as they connect the multiplication of whole numbers to arrays.
Jennifer M. Tobias and Janet B. Andreasen
Using the context of restaurants and ratios to find equivalent fractions can push students' strategies forward.
Janet B. Andreasen and Jessica H. Hunt
To meet diverse student needs, use an approach that is situated in understanding fractions.
Katherine A. G. Phelps
Fourth- and fifth-grade learners can use differentiated number sets within CGI problem structures to add and subtract fractions with unlike denominators.
Pamela Edwards Johnson, Melissa Campet, Kelsey Gaber, and Emma Zuidema
Three preservice teachers used virtual manipulatives during clinical interviews with students of elementary school age. The technology exposed students' problem-solving strategies and mathematical understanding, promoting just-in-time teaching about the target content. The process of completing and reflecting on the interviews contributed to growth of the preservice teachers' technological pedagogical content knowledge.
Trena L. Wilkerson, Tommy Bryan, and Jane Curry
Using candy bars as models gives students a taste for learning to represent fractions whose denominators are factors of twelve.
Beatriz S. D'Ambrosio and Signe E. Kastberg
Using grids can help students overcome confusion about place value.
Drew Polly and Chandra Orrill
To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics is publishing a series of feature articles. In this fourth installment, authors Polly and Orrill suggest implementation strategies for grades 5 and 6. A final, cohesive article will appear in the August 2012 issue. Authored by Susan Jo Russell, the last piece concentrates on the implementation of the eight Standards of Mathematical Practice (SMP) and the constellations of Practices and Standards.
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