Abstract
Although approximately 6% of students have a mathematics learning disability (MLD) also known as dyscalculia, little is known about how MLD impacts students beyond basic arithmetic. In this study we focused on one mathematical topic foundational to algebra – integer operations – and conducted a videotaped design experiment with one student with MLD. Through 14 teaching episodes we explored the ways in which standard mathematical tools (e.g., symbols, representations) were inaccessible and evaluated the design of alternative tools. Our detailed retrospective analysis revealed that the student had an unconventional understanding of integer quantities and symbolic notation, which resulted in issues of accessibility and persistent difficulties. Deliberate attempts to address inaccessibility revealed nuances in the student’s understanding, and suggests that both number sense and notational issues needed to be addressed in tandem. Implications for instruction are discussed.
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