State exams frequently use word problems to measure mathematics performance, making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data for students with LD, five empirically validated word-problem strategies are presented, with components of model-based…

This article is about problems that children may have when learning mathematics, problems that are also typified in publications as 'dyscalculia'. We consider two questions. The first: Is a child a dyscalculic if it runs into trouble learning mathematics? The second: Does a child have problems when learning mathematics because it experiences…

Fractions are an important mathematical concept for elementary students. However, students with mathematics learning disabilities (MLD) struggle with learning fractions. Research has demonstrated that concrete-representational-abstract (CRA) instruction is an effective practice for students with learning and developmental disabilities. Here we…

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…

Teachers' beliefs are importantly linked to teachers' classroom actions and, ultimately, to student achievement. Although much is known about general education teachers' beliefs about how children learn mathematics and mathematics instruction, there is little known about special education teachers' beliefs. This study then examined special…

We present the evolving fraction conceptions of two elementary school children with mathematics learning disabilities (MLD). We use qualitative analyses to capture the mathematical knowledge and experiences of each child and show how teaching was used to support advancement of their fractional reasoning. Results illustrate two viable pathways of…

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a…

This study presents three students who are bilingual with learning dis/abilities in small group mathematics discussions. The three students showcased their abilities as problem solvers, justifiers, and evaluators of basic operation and fractional understanding. This paper presents the teaching practices used to support the mathematical agency of…

This study replicates and extends prior research on multisensory mathematics instruction (Grünke, Urton, & Karnes, 2018) by integrating a touch points strategy, performance feedback, reward system, and a reinforcing card game into an instructional package. A multiple baseline design across participants was used to evaluate the effects of the…

This study aims to administrate a qualitative single case study about the teaching of number tracing using a new idea which is known as "Reconnecting Learning-Mediated number tracing". This teaching strategy is developed to teach number tracing and to support pupils at-risk of dyscalculia to master number tracing skills which are a…

Quality primary education is one of the 17 UN Sustainable Development Goals (SDGs). Undoubtedly, mathematics plays a key role in overcoming future challenges, and mathematical competence and problem-solving skills could help provide appropriate solutions to current and future social, environmental and economic challenges. The following paper deals…

"Numeracy for All Learners" is a wide-ranging overview of how Math Recovery® theory, pedagogy, and tools can be applied meaningfully to special education to support learners with a wide range of educational needs. It builds on the first six books in the Math Recovery series and presents knowledge, resources, and examples for teachers…

This study aimed at identifying the effects of instructional activities based on Multiple Intelligences Theory (MIT) on the academic achievement of the Omani students with dyscalculia (OSD). The sample consisted of 14 male and female students in third and fourth grades enrolled in the resource room at Al-Ahed Primary School, Sultanate of Oman. The…

While mathematics education is key to the post-school outcomes of students with disabilities, it has received less attention in research and practice compared with other aspects of educating this population. Skill maintenance is particularly crucial in mathematics because students build upon prior knowledge across grade levels. They also need to…

This study compared the effectiveness of Orton Gillingham (OG) tutoring and National Institute for Learning Development Educational Therapy (NILD). A randomized controlled trial using 27 participants determined whether academic and cognitive outcomes differed between the groups over a 9-month period. Participants had designated learning…