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Direct linkMatthias Grünke; Isa Braunwarth; Vincent Connelly; Anne Barwasser – Education and Treatment of Children, 2025
This single-case study assessed the effectiveness of a mnemonic pegword strategy designed to enhance the multiplication fact fluency of three 6th-grade students who demonstrated persistent learning difficulties in mathematics. A nonconcurrent multiple baseline across subjects design was utilized, incorporating 3-5 baseline sessions followed by…
Descriptors: Mathematics Skills, Multiplication, Learning Problems, Mathematics Instruction
Download full textLeslie A. Rogers; Jackie Dalton – Learning Disabilities: A Contemporary Journal, 2025
This single-subject design study examines the effectiveness of a Tier 3 math intervention designed to address the academic challenges of three fifth-grade students not meeting minimum proficiency standards in long division. Using the self-regulated strategy development (SRSD) model, the intervention targeted procedural fluency and conceptual…
Descriptors: Mathematics Instruction, Intervention, Grade 5, Middle School Students
Grace P. Douglas; Alison M. Hardy; Katie B. MacLean; Sarah R. Powell – Reading Teacher, 2025
Students with mathematics difficulty, especially students with disabilities and emergent bilinguals, require careful consideration during word-problem instruction. Word problems that include relational terms such as more but are not easily solved using the implied operation (i.e., addition) can be particularly challenging. First, we summarize a…
Descriptors: Mathematics Instruction, Learning Problems, Students with Disabilities, Bilingual Students
