This research study sought to identify a solution for building fact fluency for middle school aged students identified with LD. After analyzing a 1st-12th grade independent school for students with LD's math curriculum, it was noted that basic fact fluency is not taught after grade five. This has shown to be problematic for students who enroll in…

The aim in the current study is to examine the conceptualizations of zero in arithmetic operations among students with learning disabilities (LD) and no learning disabilities (N-LD). The similarities and differences in the understandings of students with LD and N-LD of zero in arithmetical operations will be discussed. The study is a multiple case…

State standards include fluent use of standard computational algorithms. However, learning and using them require conceptual understanding of numbers and operations. Previous research using the concrete--representational--abstract (CRA) sequence has been effective in teaching computational algorithms to students at risk of and students with…

Informed by a constructivist-based, student-adaptive pedagogical approach, this study explores the benefits of teacher-learner discourse moves for the mathematics learning of students with learning disabilities (LD). During a constructivist teaching experiment for nurturing the multiplicative reasoning and problem solving of five third-grade…

To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract…

As today's classrooms become more and more diverse, there is a growing need to explore the intersection between English Learners (ELs) and students with learning disabilities (LD) in the content-specific instruction of mathematics problem solving. The aim of this study was to determine which types of instructional scaffolds may be used by math…

This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs'…

Dyscalculia, or mathematics learning disorders, is currently known to be heterogeneous (Wilson & Dehaene, 2007). While various profiles of dyscalculia coexist, a general and persistent hallmark of this math learning disability is the difficulty in memorizing arithmetic facts (Geary, Hoard & Hamson, 1999; Jordan & Montani, 1997; Slade…

In this case study, we examine the usage of language -- how teachers used and regulated their language when teaching English language learners (ELLs) with learning disabilities (LD) how to solve mathematics multiplication problems. We focus on types of scaffolds used by teachers to identify how scaffolding helps ELLs with LD build better…

Instructional applications (apps) are educational software programs that can be accessed via mobile technologies (e.g., iPad, smartphone) and used to help students acquire various academic skills, including mathematics. Although research suggests that app-based instruction (AI) can be effective, there is a paucity of research comparing AI, to…

The purpose of this study was to better understand how students with learning disabilities, including those who struggle specifically with mathematics, engage with fraction computation. In particular, we examined error patterns, the influence of like and unlike denominators on these patterns, and correct solution methods. Although skill-related…

The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a…

The purpose of this study was to determine if a typical third-grade boy and fifth-grade girl and a boy with learning disabilities could benefit from the combined use of Direct Instruction (DI) flashcard and math racetrack procedures in an after-school program. The dependent variable was accuracy and fluency of saying basic multiplication facts. A…

Recent reform efforts in mathematics education call for the development of early algebraic reasoning, and for the provision of rich mathematical experiences for all students. In spite of such emphasis, many elementary school students, especially those with mathematical learning disabilities (MLD), often experience great difficulty in early algebra…

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system paired with a math racetrack to teach basic multiplication facts to two elementary students diagnosed with learning disabilities. The study was conducted in a resource room which served intermediate aged elementary students. The school was located…