Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior…

Special educators can play an essential role in the development of students' understanding of and capacity to do mathematics. Whether a special education teacher's goal is to help kindergartners develop counting skills or to support 10th graders in constructing geometric proofs and whether instruction will occur in co teaching, consulting, or…

This article demonstrates how to consider differentiating instruction for diverse learners while maintaining the cognitive demand of a mathematics task. The authors present scenarios involving hypothetical cases of students in inclusive classrooms who engaged in productive struggle within the differentiated task. The authors specifically focus on…

Proficiency in mathematics involves the seamless synchronization of conceptual understanding, procedural knowledge, computational fluency, and problem solving (NMAP, 2008). Clearly, fluency with mathematics facts is one element embedded within mathematical proficiency and important for students with disabilities to develop. As more and more…

Math is increasingly recognized as a critical part of what young children are exposed to and learn in early childhood programs. Geometry is one of three focal areas emphasized for early childhood, and opportunities for geometry learning are present in many manipulatives present in early childhood classrooms. Yet geometry remains an understudied…

Mathematics word-problems continue to be an insurmountable challenge for many middle school students. Educators have used pictorial and schematic illustrations within the classroom to help students visualize these problems. However, the data shows that pictorial representations can be more harmful than helpful in that they only display objects or…

One area of algebraic thinking essential for students' success is a relational understanding of the equal sign. Research has indicated a positive correlation between students' relational understanding of the equal sign and their equation-solving performance, suggesting that students' early conception of the equal sign may affect their learning and…

In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…

Manipulatives support students with and without disabilities in mathematics. However, as students age, concrete manipulatives can be limiting and potentially not age appropriate (Satsangi, 2015). An alternative is virtual manipulatives, including app-based manipulatives. This study compared the use of app-based manipulatives to concrete…

In the present study, we examined the effects of a fluency-building mathematics program called Great Leaps Math on fluency of basic addition mathematics facts zero to nine and word problem solving using a multiple probe design across participants. Three elementary students with challenging behaviors and mathematics difficulty participated in the…

Recent research has explored the efficacy of the CRA-I (concrete-representational-abstract) strategy with students with disabilities (Strickland & Maccini, 2012, 2013). The CRA-I strategy is a promising practice that special educators have used to teach algebra to students with high-incidence disabilities. The CRA-I strategy is a modification…

In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…

Manipulatives are considered a best practice for educating students with disabilities, but little research exists which examines virtual manipulatives as tool for supporting students in mathematics. This project investigated the use of a virtual manipulative through the National Library of Virtual Manipulatives--polynominoes (i.e., tiles)--as a…

Schema-based instruction (SBI) was used to examine the solving of proportional reasoning word problems for middle school students with high-incidence disabilities (HID). Seventh- and eighth-grade students with HID participated in the study. Students were randomly assigned to one of three groups. A multiple-baseline-across-groups design was…

This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional…