Teaching Place Value to Students With Learning Disabilities in Mathematics

Abstract

According to National Council of Teachers of Mathematics (NCTM), students must develop a conceptual understanding of place value by second grade to understand that mathematics processes are more than a set of procedural steps. Yet, students with learning disabilities in mathematics typically struggle to understand place value in a deeper, conceptual sense, which can have a negative impact on their future performance where application of place value concepts are foundational. Therefore, early interventions targeting place value instruction are critical for building a solid foundation in mathematics for students with learning disabilities. This article provides teachers with an overview of five place-value principles, which are critical for student success; and evidence-based practices for teaching those principles.