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Math & Dyscalculia

Often referred to as dyscalculia, math-related learning disabilities are complex and require intervention by skillful teachers to help students achieve success. We’ve gathered informative resources here for both parents and educators regarding learning disabilities in the area of mathematics.

There are 33 articles in this section.

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10 Tips for Software Selection for Math Instruction

Technology can help students learn math. They work harder and enjoy learning more. But how can you choose the right technology? Read these ten tips to select software that works for your learning disabled students. Some sample tips: You need software that is a) modifiable b) has small increments between levels, and c) has good record-keeping capabilities.

Adapting Mathematics Instruction in the General Education Classroom for Students with Mathematics Disabilities

Students with learning disabilities (LD) are increasingly receiving most of their mathematics instruction in general education classrooms. Studies show that these students benefit from general education mathematics instruction if it is adapted and modified to meet the individual needs of the learners (Salend, 1994).

An Exploratory Study of Schema-Based Word-Problem-Solving Instruction for Middle School Students with Learning Disabilities: An Emphasis on Conceptual and Procedural Understanding

This exploratory study extends the research on schema-based strategy instruction by investigating its effects on the mathematical problem solving of four middle school students with learning disabilities who were low-performing in mathematics.

Beyond "Getting the Answer": Calculators Help Learning Disabled Students Get the Concepts

When should a teacher allow students to use a calculator? Here is a look at what research shows about the when a calculator should be used- and when it should not be used. A flow chart is provided to help teachers make a choice about classroom calculator use.

Components of Effective Mathematics Instruction

Less is known about the components of effective mathematics instruction than about the components of effective reading instruction, because research in math is less extensive than in reading.

Developing Early Number Sense for Students with Disabilities

Children with dyscalculia often lack "number sense," a term which refers to the ability to understand mathematics. Learn detailed tips on how to improve the number sense of students having difficulties. Read about how to give your students concrete experience with mathematics, teach the skills until they master them, and teach them to understand the language of mathematics.

Dyscalculia

The National Center for Learning Disabilities presents a basic fact sheet on dyscalculia, a term which refers to a wide range of learning disabilities involving math. The following questions are answered: What are the effects of dyscalculia in early childhood, during the school years, and on teenagers and adults? What are the warning signs? How is dyscalculia identified and treated?

Dyscalculia: A Quick Look

Read about the warning signs of dyscalculia for young children, school age children and teenagers and adults. The National Center for Learning Disabilities summarizes what you should know about dyscalculia.

Fitting the Response to Intervention Framework with Mathematics Education

While there is a great deal of information on reading and RTI, there is a dearth of research on math with RTI. Thus, the development and implementation of reading and RTI has blazed a path to RTMI (Response to Math Intervention).

Imagery: The Sensory-Cognitive Connection for Math

Why can’t everyone think with numbers? Why do some children learn math readily, handle money and time concepts with ease, retain information from year to year, and think with numbers effortlessly? What cognitive processes do some have that others do not?

Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities

Interacting with Peers in Mathematics

Peer interactions can greatly benefit a student's understanding of mathematical concepts. To facilitate peer collaboration, teachers should pair students carefully, model effective ways to interact, provide students with relevant tools, and offer specific and differentiated advice. Struggling students may find it especially helpful to interact with peers who can provide explanations, clarify a process, and ask and answer questions.

Learning Disabilities in Mathematics

Mathematics learning disabilities do not often occur with clarity and simplicity. Rather, they can be combinations of difficulties which may include language processing problems, visual spatial confusion, memory and sequence difficulties, and/or unusually high anxiety.

Math and Science Get Own Research Center

Math Learning Disabilities

Mathematical Disabilities: What We Know and Don't Know

Over the past several decades important advances have been made in the understanding of the genetic, neural, and cognitive deficits that underlie reading disability (RD), and in the ability to identify and remediate this form of learning disability (LD).

Mathematical Problem-Solving Profiles of Students with Mathematics Disabilities With and Without Comorbid Reading Disabilities

Mathematics Instruction for Secondary Students with Learning Disabilities

Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction.

Mathematics Strategy Instruction (SI) for Middle School Students with Learning Disabilities

Teachers, help you students learn to do word problems. Learn to use the STAR approach. (S) Search the problem. (T) Translate the problem. (A) Answer the problem. (R) Review the solution. Examples and sample scripts are given for this empirically validated technique.

Modeling with Technology in Mathematics

Models help promote mathematical thinking by facilitating an understanding of key concepts and mathematical structures. By seeing and moving objects, students engage their senses to better understand and reason with abstract concepts, or to make sense of — and solve — problems.

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