This study used a mixed-methods approach to explore the impact of a fraction intervention on 46 sixth-grade students, including 13 with learning disabilities. Twenty-four students were enrolled in the classroom that received intervention, the remaining students participated in standard instruction. The intervention focused on sorting visual…

Providing multiple representations of mathematical ideas is an established strategy for supporting students in making connections between high-level conceptual ideas. One form of assistive technology that provides students with such representations is mathematics manipulatives. Virtual manipulatives, in particular, are backed by a growing research…

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…

This article reports on a project implemented to help middle school teachers provide evidence-based instruction and intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). Multiple sources--interviews, surveys, and field notes from formal and informal observations--were used to gather data on…

Guided by Self-Determination Theory, we conducted a case study of a high school math teacher nominated by students with disabilities as one who enhanced their learning. Using a combination of interviews and classroom observations, we explored the specific strategies that the teacher used to promote perceived autonomy among students with learning…

The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836…

Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not…

Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who…

Developing an understanding of fractions is critical and is an educational focus, as reflected in national standards and principles. This study conducted a quantitative synthesis of 22 experimental studies to investigate the overall efficacy of previously conducted fraction interventions compared to standard instruction. Instruction type and…

Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in special education. To effectively teach CLD students with learning disabilities, teachers should integrate evidence-based practices and culturally sustaining pedagogy…

Students with mathematics difficulties often struggle with conceptual and procedural understanding of fractions. Self-regulated strategy development (SRSD) is an evidence-based framework for teaching a variety of academic skills, including mathematics. The purpose of this study was to extend preliminary work using "SRSD Fractions" to…

This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the…

As classrooms begin to adopt a greater number of digital technologies such as computers and tablets, it is important for educators to understand how effective such tools can be in aiding in the delivery of instruction to students who struggle in mathematics, such as those identified with a learning disability in mathematics. One digital-based…

Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy…

Promising findings from controlled research studies often fail to be transferred to and implemented in schools successfully. This problem is particularly apparent when considering implementation of evidence-based practices related to complex systems such as response to intervention (RTI) and other multitiered intervention frameworks in…