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Güven Akdeniz, Dilsad; Yakici Topbas, Esra Selcen; Argün, Ziya – International Journal for Mathematics Teaching and Learning, 2022
Zero has been philosophically and symbolically interpreted differently from other numbers throughout history. While it is foundational to all mathematics, in early grades, it is denounced as representing "nothing." In this study, the understanding of zero among students with learning disabilities (LD) and no learning disabilities (NLD)…
Descriptors: Mathematical Concepts, Students with Disabilities, Learning Disabilities, Misconceptions
Lambert, Rachel – Education Sciences, 2018
This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their…
Descriptors: Misconceptions, Learning Disabilities, Mathematics Instruction, Inquiry
Summer, Anita – Discourse and Communication for Sustainable Education, 2020
Quality primary education is one of the 17 UN Sustainable Development Goals (SDGs). Undoubtedly, mathematics plays a key role in overcoming future challenges, and mathematical competence and problem-solving skills could help provide appropriate solutions to current and future social, environmental and economic challenges. The following paper deals…
Descriptors: Teaching Methods, Mathematics Instruction, Sustainability, Elementary School Mathematics
Lewis, Katherine E.; Lynn, Dylan M. – Education Sciences, 2018
Students with dyscalculia are typically thought of by both researchers and educators as having deficits. The deficit language permeates studies of dyscalculia as well as assessments and documentation of students in schools. In this paper, we offer an alternative to the dominant narrative. We understand disabilities, and dyscalculia specifically,…
Descriptors: Learning Disabilities, Statistics, Professional Personnel, Mathematics Instruction
Dougherty, Barbara; Bryant, Diane Pedrotty; Bryant, Brian R.; Shin, Mikyung – TEACHING Exceptional Children, 2016
Cara, a seventh-grade student with learning disabilities (LD) in mathematics, believes that the ratio 2:3 is equivalent to 4:5 because there is a difference of one between the two numbers in each ratio and there is a difference of two between corresponding numbers in the two ratios (2 + 2 = 4 and 3 + 2 = 5). This misconception affects her ability…
Descriptors: Mathematical Concepts, Mathematics, Learning Disabilities, Grade 7
Dougherty, Barbara; Bryant, Diane Pedrotty; Bryant, Brian R.; Shin, Mikyung – Grantee Submission, 2016
Ratios and proportions are foundational to student understanding across multiple topics in mathematics and science. In mathematics, they are central to developing concepts and skills related to slope, constant rate of change, and similar figures, which are all fundamental to algebraic concepts and skills. This article examines the importance of…
Descriptors: Algebra, Comparative Analysis, Grade 7, Learning Disabilities
Franz, Dana Pompkyl; Ivy, Jessica; McKissick, Bethany R. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2016
Often mathematical instruction for students with disabilities, especially those with learning disabilities, includes an overabundance of instruction on mathematical computation and does not include high-quality instruction on mathematical reasoning and problem solving. In fact, it is a common misconception that students with learning disabilities…
Descriptors: Access to Education, Equal Education, Mathematics Activities, Problem Solving
Magen-Nagar, Noga – European Journal of Science and Mathematics Education, 2016
Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a…
Descriptors: Mathematics, Mathematics Education, Mathematics Instruction, Learning Disabilities
Newton, Kristie J.; Willard, Catherine; Teufel, Christopher – Elementary School Journal, 2014
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…
Descriptors: Learning Disabilities, Mathematics Instruction, Error Patterns, Influences
Scheuermann, Amy; van Garderen, Delinda – Mathematics Teaching in the Middle School, 2008
Students are often told to use representations to solve mathematics problems, yet it may be a hindrance for many. This article contains an approach, the Graphic Representational Analysis Process, that teachers can use to analyze representations and focus future instruction. (Contains 7 figures.)
Descriptors: Error Patterns, Misconceptions, Mathematics Instruction, Graphs
Babbitt, Beatrice C.; Van Vactor, John C. – Focus on Learning Problems in Mathematics, 1993
Presents a case study of a special education teacher candidate with a learning disability in mathematics. Issues discussed include the nature of learning disabilities in adults; possibility of workable interventions at the adult level; implications of these problems in teacher candidates; and implications for teacher education programs. (27…
Descriptors: Case Studies, Elementary Education, Higher Education, Learning Disabilities