Students with learning disabilities in mathematics often struggle with the underlying concepts of multidigit addition and subtraction. To help students build a conceptual understanding of these computations, teachers can utilize evidence-based practices such as the concrete-semi-concrete-abstract framework and the use of multiple visual…

Empirical evidence suggests a phonological loop deficit associated with Down syndrome. A trisomy 21 may be associated with a narrowing of visual attention to fewer than four objects at a time too. In a study with computer tachistoscopy, the hypothesis was confirmed in all 194 persons with trisomy 21. The subitising limit of persons with trisomy 21…

Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a…

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…

In the number to position task, several studies have shown that typically developing children shift from a biased (logarithmic) to an accurate (linear) mapping of symbolic digits onto a spatial position on a line. The initial pattern of overestimation of small numbers and the underestimation of larger numbers is compensated by means of age and…

Dot enumeration (DE) and number comparison (NC) abilities are considered markers of core number competence. Differences in DE/NC reaction time (RT) signatures are thought to distinguish between typical and atypical number development. Whether a child's DE and NC signatures change or remain stable over time, relative to other developmental…

Checklist items are suggested to help teachers diagnose strengths and weaknesses of students who have difficulty learning mathematics. Tasks involve the use of manipulative aids to determine such concepts as grouping, counting, quantity, and estimating. (CL)

The paper describes evolution of an approach to teaching mathematically disabled and slow learning students through a Piagetian framework. It is explained that a step-by-step procedure is used to internalize material actions into mental actions via perception and verbalization. Formulae are introduced early, and emphasis is placed on promoting…

Selected from the National Instructional Materials Information System (NIMIS)--a computer based on-line interactive retrieval system on special education materials--the bibliography covers 62 materials for teaching number concepts to learning disabled students at the primary grades. Entries are presented in order of NIMIS accession number and…

A workshop on the use of Cuisenaire rods with learning disabled children was held for 300 participants and included a demonstration-lecture, a discussion, and a question-and-answer period. (DB)

A math strategy using an "add-card" which illustrates simple addition facts was originally developed for learning disabled students but was also successfully used with mildly retarded students. (CL)

The article considers various learning disabilities in mathematics and suggests teaching approaches such as ways to increase instructional time and the importance of building both computation skills and concepts. (DB)

Comparison of elementary grade students with (N=42) or without (N=42) learning disabilities (LD) on their logical-mathematical structures of thought found that, though both groups generated grouping relationships, children with LD tendered to generate solutions showing less coordinated structures of thought. For both groups, scores on the…

A fourth grade class (49 students) with a mean grade equivalent score of 2.8 on the Stanford Diagnostic Arithmetic Test was placed in a Sequential Computational Skills Math Program. The program consisted of 12 units (from basic addition and subtraction facts to fractions computation), and individual Ss' entry levels were determined by computation…