This evidence-based article provides an overview of fundamental mathematical skills, and strategies for supporting students with LDs in mathematics. It also provides an explanation of the brain areas related to mathematical skill acquisition.
Please click here to download the PDF transcript for this webinar. Webinar Description: Approximately 5% of children have a specific learning disability* affecting their ability to acquire even the most basic numerical and mathematical skills. This difficulty has been referred to as ‘developmental dyscalculia’. So what is developmental dyscalculia, how does it impact learning, and how can [...]
Explicit Instruction: A Teaching Strategy in Reading, Writing, and Mathematics for Students with Learning Disabilities
Explicit instruction involves using highly structured and sequenced steps to teach a specific skill. With this approach, the educator intentionally aims to teach students with learning disabilities using a series of actions in three main stages.
Children with learning disabilities(LDs) in math may have difficulty grasping what a number is and understanding the connection between a quantity and the corresponding symbol. For these children, place value is a difficult concept to grasp.
The use of heuristics, or self-strategies, in mathematics can have a profound impact on a student’s ability to quickly and accurately solve a math fact or word problem. Students with learning disabilities (whether math specific or not) will especially benefit from the structure and sequence a heuristic provides.
Although there are a number of problem solving strategies that students use in mathematics, good problem solvers usually construct a representation of the problem to help them comprehend it. The use of visual representation during instruction and learning tends to be an effective practice across a number of subjects, including mathematics.
CRA is a sequential three level strategy promoting overall conceptual understanding, procedural accuracy and fluency by employing multisensory instructional techniques when introducing the new concepts. Numerous studies have shown the CRA instructional strategy to be effective for students both with learning disabilities and those who are low achieving across grade levels and within topic areas in mathematics.
by Mary Land, Graduate Student, Faculty of Education, University of Ottawa and Cheryll Duquette, PhD, University of Ottawa Description of the Strategy: Students with learning disabilities (LDs) may demonstrate specific deficits in mathematical problem solving. They include difficulties reading the problems, identifying operations needed to solve, inability to set up the problem’s manipulatives, retrieving arithmetic [...]
Education for All – The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6
The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6 was built on a powerful foundation – Ontario’s ambitious province-wide process of consultation and professional learning on literacy and numeracy. The Expert Panel is deeply indebted to the groundwork of its predecessor panels. Early [...]