Abstract
In this exploratory case study, the researchers conducted a descriptive, qualitative microanalysis of the tutoring of two eighth grade students with learning disabilities while solving algebra problems. The researchers analyzed the participants’ problem solving tendencies and interventions that helped the students succeed. One of the students, Nicole, demonstrated considerable capability at supporting her memory and processing by carefully and neatly writing out her steps for solving equations on paper. The other participant, Rachel, struggled at times to organize her thinking processes on paper and solve equations due to poor handwriting legibility, math anxiety and issues of confidence as a learner of mathematics that all seemed to be inter‐related. Both students demonstrated success with solving algebra equations, but Rachel required intensive intervention for addressing her difficulties with math anxiety and visual‐motor integration, while Nicole mostly required mathematics instruction designed to capitalise on her success at creating useful visual representations of her thought processes.
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