The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) outlines ambitious goals for fraction learning, starting in third grade, that include the use of the number line model. Understanding and constructing fractions on a number line are particularly complex tasks. The current work of the authors centers on ways to successfully…

Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children…

By following learned rules rather than reasoning, students often fall into common error patterns, something every experienced teacher has observed in the classroom. In their effort to circumvent the developing common error patterns of their students, the authors decided to supplement their math text with two weeklong investigations. The first was…

An analysis of the 1990 National Assessment of Educational Progress (NAEP) found that only 46 percent of all high school seniors demonstrated success with a grasp of decimals, percentages, fractions and simple algebra. This article investigates error patterns that emerge as students attempt to answer questions involving the ability to apply…

TORUS, a prototype technology-based educational diagnostic program, is described. The usefulness of TORUS to identify and remediate the mathematics misconceptions of students with learning disabilities is reported. Results suggest the need for greater emphasis on conceptual understanding in mathematics instruction. (Author/DB)