This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students' place value…

Dyscalculia presenting 3 to 6.5% of all those who need remediation in mathematics to enhance their ability of solving word problem. The study aimed to use sketchnote and working memory-based intervention to enhance word problem solving ability of students with dyscalculia. Thus, the study examined the role of integrated intervention involving both…

This study investigated the relationship between non-cognitive factors (mathematics anxiety, Emotional Intelligence, and mathematics self-concept) and mathematics performance in students with and without Mathematics Learning Disability (MLD). Participants were 340 3rd, 4th, and 5th grade students from a public elementary school. Results showed…

The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation…

The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation…

We investigated the effect of conceptual transparency in the physical structure of manipulatives on place-value understanding in typically developing children and those at risk for mathematics learning disabilities. Second graders were randomly assigned to one of three manipulatives conditions: (a) attachable beads that did not make the…

Students with learning disabilities/difficulties in mathematics often apply ineffective procedures to solve word problems. Given that current mathematics curriculum standards emphasize conceptual understanding in problem solving as well as higher-order thinking and reasoning, the purpose of this study was to evaluate the impact of a model-based…

The purposes of this study were to assess the effects of fractions intervention for students who are at risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth-mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to three…

This study replicates and extends prior research on multisensory mathematics instruction (Grünke, Urton, & Karnes, 2018) by integrating a touch points strategy, performance feedback, reward system, and a reinforcing card game into an instructional package. A multiple baseline design across participants was used to evaluate the effects of the…

This study presents three students who are bilingual with learning dis/abilities in small group mathematics discussions. The three students showcased their abilities as problem solvers, justifiers, and evaluators of basic operation and fractional understanding. This paper presents the teaching practices used to support the mathematical agency of…

Mathematical word problems present various challenges for students, including English learners. Research on word problem-solving interventions for elementary English learners with or at risk for mathematics disabilities/difficulties was reviewed. A systematic search of studies conducted between 2012 and 2022 yielded a total of 14 research studies…

The present study aimed to investigate the effects of the EASY Minds program on working memory and selective attention of a group of Iranian students with maths learning disabilities. The study had a quasi-experimental research design with pre-test, post-test, and follow-up tests. Forty students with maths learning disabilities were randomly…

This study examines the effects of a working memory (WM) sensitive math intervention in students with learning disabilities (LD). The intervention aims to improve early mathematical competencies while accounting for weak cognitive resources through a reduced instructional design. These principles are considered to be effective for learning. Ten…

Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator's implementation of…

In this study, it was aimed to teach the addition and subtraction to a student with dyscalculia who is in third grade at elementary school. Before preparing individualized program, the student was given a pretest to measure about his level of the subject. The instruction was carried out in a room in the school, with a time of 40 minutes per day in…