Learning or doing mathematics involves approximate quantification. The purpose of this research was to improve approximate number system acuity in primary school students with low achievement in mathematics. A quasi-experimental, pre-test, post-test design with a control group was utilized. Mathematics Achievement Test (MAT), Arithmetic…

Studies have shown that numerosity-based arithmetic training can promote arithmetic learning in typically developing children as well as children with developmental dyscalculia (DD), but the cognitive mechanism underlying this training effect remains unclear. The main aim of the current study was to examine the role of visual form perception in…

This narrative review provides an overview of the research literature on the effectiveness of mnemonics in mathematics instruction for students with learning disabilities in a K-12 classroom. Eleven studies were identified in refereed journal articles and doctoral dissertations from 1975 to December 2018 that met the inclusion criteria. Overall…

The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction,…

Over the last two decades, students in Singapore consistently scored above students from other nations on the Trends in International Mathematics and Science Study (TIMSS; Provasnik et al., 2012). In contrast, students in the United States have not performed as well on international and national mathematics assessments and students with…

The present study was designed to determine if children with learning disabilities in mathematics could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities in mathematics were selected for the study. Prior to the intervention, these students employed a combination of count-all…

The use of demonstration plus permanent model (DPM) as a teaching strategy was evaluated with 19 learning disabled students (ages 9-14) in the area of computational skills. Results indicated that DPM effectively helped students acquire computational skills across instructional sequences for addition, subtraction, and multiplication. (Author/DB)

Evaluation of the group-based technology system of providing immediate, item-by-item feedback on mathematics problems with 15 learning disabled elementary school students found students completed significantly more problems and increased their level of accuracy in the feedback condition. (Author/DB)

Two studies on the effectiveness of supplemental homework assignments on the acquisition of basic skills (math facts and spelling) with elementary school-aged learning-disabled students found three factors which maximized homework effectiveness: rate of homework completion, percentage correct of the homework, and rate of acquisition of the content…

Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)

This study demonstrated the effectiveness and efficiency of a constant time delay procedure (four seconds) to teach five elementary students with learning disabilities multiplication facts. Learning generalized to a paper-and-pencil task, to a different presentation orientation, and to reverse facts. (DB)

The article details a process to develop and test an instructional program designed to teach learning disabled students the procedural, process, and task specific knowledge necessary to solve four kinds of arithmetic story problems. Single subject and group research designs were used to evaluate the problem solving unit. (Author/DB)

Six elementary-age children with learning disabilities were found to learn subtraction facts more rapidly when a rule teaching and correction strategy was employed, compared to learning facts by rote. A study of generalization of rule usage found that the two children studied did generalize the strategy to an additional problem. (Author/JDD)

The acquisition of multiplication facts by four elementary students with learning disabilities was compared under two instructional delivery formats--teacher directed and computer assisted. All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher…

Investigates the relative contribution of two main components often used in the instruction of arithmetic and word-problem solving to first-grade children and children with learning problems: external representation with manipulatives and formal mathematical representation with number sequences. Four computer-aided treatments were developed along…