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.
Katherine E. Lewis
Amy E. Hunter, Sarah B. Bush, and Karen Karp
Consider this research-based intervention approach to ratio using concrete, semiconcrete, and abstract representations to help students who struggle with this concept.
This call for manuscripts is requesting articles that address how to identify and assist students who need additional help in grasping a concept to avoid failure.