Math Summative Assignment

By: Adam Bowering

Dr. Shaunda Wood

St. Thomas University
EDUC 5433 Elementary Math Methods

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1. Teaching

Mathematics to Students with

Learning Disabilities Annotated
Bibliography
Mathematics is regularly seen as an area of struggle for many

students. This is especially true for students with learning disabilities.

Mathematics content can be overwhelming to these students since there are
many strategies and skills they must acquire in a relatively short amount of
time for their cognitive processes. I believe it is up to the educator to take
note of these differences, and adjust their instruction accordingly.
Throughout the following annotated bibliography, I highlight some articles
that I have found interesting that introduce applicable ways of teaching
mathematics content to children with learning disabilities.
Carnine, D. 1997. Instructional Design in Mathematics for Students with
Learning

Disabilities. Journal of Learning Disabilities, 30(2), 130-141.

The author suggests that there are multiple causes for low
achievement level for students with learning disabilities. One
such cause is the mismatch between the students learning and
design of instruction. Students with learning disabilities may
have difficulty with memory, and strategy acquisition. When
concepts are introduced at a rapid pace that students are not
able to keep up with, these students often become overwhelmed
and disinterested in the material. Students with learning
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disabilities benefit more when the design is centered on big

ideas, strategies, efficient use of time with manipulatives, clear
and explicit instruction, and practice and review. Another
strategy for instruction is to use strand organization for lessons.
The idea is to design lessons around strands to address different
big ideas in 5-10 minute periods. When teachers apply these
design principles, it could have a positive effect on achievement
for students with learning disabilities.
Fleischner, J. E., & Manheimer, M. A. 1997. Math interventions for students
with learning

disabilities: myths and realities. School Psychology

Review, 26(3), 397-413.

Two types of learning disabilities are discussed in this
paper. They include dyscalculia, and verbal learning disabilities,
which are referred to as garden-variety learning disabilities.
The focus of this paper is to help educators understand effective
instructional techniques that help students with disabilities.
Starting with children at the precomputation level, methods for
whole number operations, place value, and fractional concepts
are discussed as well as algebra and problem solving. An
example used for whole number computation is providing
students with wide-celled graph paper, so that students who
have difficulty with place value can have markers that align
numerals. Ones, tens, and hundred can be placed at the top of
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the column on the graph to help students with the recall of

information. Calculators are also presented by the authors, who
say that calculators are encouraged by the NCTM. These devices
serve as a way to verify answers. Students should also have
symbols that represent operations in math, and pictorial and
concrete representation of the material to strengthen their
skillset.
When children learn to read, they are usually placed in
groups of students at the same level as them, which is not often
done in mathematics. The authors suggest that this should also
be done in math so teachers can use specific instruction for
students with learning disabilities, rather than a one-size fits all
class instruction.
Geary, D. 2004. Mathematics and learning disabilities. Journal of Learning
Disabilities,

37(1), 4-15.
Children with Learning disabilities often have trouble with
numbers, counting, and arithmetic. Counting principles and the
principles of problem solving tended to be lacking in the children
used in this study. The study also goes on to say that children
with learning disabilities continue to have difficulties in retrieving
arithmetic facts from their long-term memory, which did not
improve over time. The study found that children with LD had

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interruptions in attentional information processing. This resulted

in difficulties with information manipulation with math language.
Students with learning disabilities require more time to process
information, which is just as true for math content. Providing
students with the time to process new information allows these
students to have a better understanding of concepts like
counting and basic arithmetic.
Hord, C., & Newton, J. A. 2014. Investigating elementary mathematics
curricula: focus on

students with learning disabilities. School Science

and Mathematics, 114(4), 191-201.

The purpose of this study was to examine curricula to see if
there was a way to provide more opportunities for engagement
for students with LD. The study focused on three mathematics
curricula that put a spotlight on accessibility in regards to
challenges in working memory for these students. Instruction
that was used in this study included the emphasis of visuals,
math conversations, and developing metacognitive skills. The
finding was that teachers must consider how their curriculum
outcomes provide effective instruction for the storage and
organization of information for these students. Teachers must
also take into account how the outcomes develop students
thinking processes and their overall understanding of
mathematical concepts. This specific study concluded that the
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curriculum areas were effective in teaching students with LD to

solve multi-step problems. However, supplemental materials
should be used in conjunction with curriculum to meet the needs
of students with LD.
Parmar, R., & Cawley, J. 1997. Preparing teachers to teach mathematics to
students with learning disabilities. Journal of Learning Disabilities, 30(2),
188-197.
Several standards are put forth in this study which reflect
the way in which teachers need to prepare to teach children with
learning disabilities. Standard one is to model good mathematics
teaching. Teachers need to have knowledge of the curriculum,
and the variety of instructional techniques available to them.
Teachers shouldnt just focus on one area to strengthen
their teaching, they must focus on a well-rounded approach
when teaching mathematics. A collaborative approach between
the teacher and special education teacher is suggested when
teaching children with LD. An expectation of this approach would
be enhanced quality of education, allowing students to reach
higher levels of problem solving, reasoning, and connections with
the mathematics content.
Standard two is for students to have the appropriate
knowledge of mathematics. Textbooks have gotten longer, and
therefore more complex. Breaking the information down into
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finer details will decrease the time for coverage of the content.
Teachers need a balanced approach to provide students with an
understanding of the meanings, processes, and principles of
mathematics.
The study stressed that activities need to be planned
around real-life problem solving and big ideas. New teachers
must constantly keep in contact with other teachers and staff,
creating a collaborative approach when focusing on appropriate
instruction. This study also cited the NCTM as one of the
organizations to use as a reference for teachers.

Thornton, C., Langrall, C., & Jones, G. 1997. Mathematics instruction for elementary students
with learning disabilities. Journal of Learning Disabilities, 30(2), 142-150.
This study highlights the need for teachers to constantly be
questioning their long standing beliefs when it comes to
teaching, learning, and using curriculum. Common practice in
todays classroom reflects a narrow focus on computation. The
paper speaks about how the NCTM proposed five goals to rethink
math teaching and learning. They include instilling value of math
on students, increasing confidence in their ability to do math,
become mathematical problem-solvers, to reason
mathematically, and to communicate using math. Teachers
should do this by decreasing their pencil-and-paper computation
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and rote memorization of the content. Students should be given

multiple ways to represent the same answer. This could be
through illustration or manipulative use.
In the end, the article suggests that teachers need to have
a balanced approach when teaching mathematics, engaging
students in meaningful tasks, accommodating for the diverse
ways in which students learn, and to allow students to discuss
and justify their problem-solving strategies. Teachers need to
provide students time to engage in and share their own solutions
to meaningful problems.