Mathematical Disabilities Research Articles

Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

AbstractEliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners, are not able to participate in discourse opportunities within core instruction in mathematics because they lack the confidence or the necessary skills. This includes students with mathematics difficulties as well as students with identified mathematics disabilities. Discourse provides multiple opportunities to practice using and listening to content‐specific language, which is critical to developing academic language and accessing higher‐level mathematics. This article summarizes the research supporting discourse in mathematics interventions as well as appropriate scaffolds to support discourse within intensive intervention for English learners, ultimately improving student understanding and performance.

Calculators and Online Games: Supporting Students With Learning Disabilities in Mathematics

With increased technology use in mathematics classrooms, as well as the increased prevalence of online instruction, digital calculators and online games are two types of digital tools that support students with learning disabilities (LD) in elementary and middle school mathematics. Teachers need to understand the advantages and limitations of different options and factors that help determine which tool may be most beneficial to support the goals of the mathematics lesson as well as the individual needs of students with LD. When used appropriately and efficiently, digital mathematics tools, such as calculators and online games, can increase students’ conceptual understanding of mathematics content as well as their confidence and engagement in the mathematics classroom. This column presents a variety of virtual calculators and online math games, why they are effective, how they can be implemented, as well as a short scenario depicting one way the tool can be used in the classroom.

Instruction in Proportion Word Problems for Secondary Students With Learning Disabilities in Mathematics

Increasing the performance of secondary students with learning disabilities (LD) in mathematics on word problem-solving tasks involving ratios and proportions is challenging for secondary math teachers. Teachers must use evidence-based practices to enhance secondary students’ problem-solving proficiency and math achievement. Schema-based instruction (SBI) is a powerful evidence-based practice to improve students’ understanding and approach to solving word problems involving ratios and proportions. This article describes the protocol for implementing SBI with examples specific to ratios and proportions. Also discussed are the ways teachers can provide additional assistance to students with more intensive instructional needs when implementing SBI.

Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments.

The first purpose of this study was to examine the prevalence of risk for comorbid reading and mathematics disabilities (RMD) at start of first grade, when measured in a representative sample of 3,062 students with first-grade fluency measures (word reading; computation). The second purpose was to examine the utility of these measures for predicting RMD status within a sample of 577 students when RMD status was assessed at the end of second grade in terms of reading and math accuracy. When set at or below the 16th percentile, first-grade risk for RMD was two times more common than chance; at or below the 7th percentile, it was five times more common. Logistic regression showed that the two first-grade fluency measures accurately distinguished students with and without RMD in second grade; however, when cut scores were set to capture 85% of students with RMD, false positives were high. Overall, the results provide support for the use of fluency measures as an initial gating procedure in first grade, but additional gating steps appear necessary in the screening process to reduce false positives.

Visual processing difficulties in children with NF1. A common but not widely recognized underlying cause of reading difficulties

Neurofibromatosis type 1 (NF1) is one of the most frequent multi-systemic autosomal dominant rare genetic disorder with an incidence as high as 1/2000 and prevalence of 1/3000 births. NF1 is caused by pathogenic variants of the NF1 gene located on chromosome 17q11.2 [ [1] Ottenhoff M.J. Rietman A.B. Mous S.E. Plasschaert E. Gawehns D. Brems H. Oostenbrink R. Van Minkelen R. Nellist M. Schorry E. Legius E. Moll H.A. Elgersma Y. Examination of the genetic factors underlying the cognitive variability associated with neurofibromatosis type 1. Genet. Med. 2020; 22: 889-897https://doi.org/10.1038/s41436-020-0752-2 Abstract Full Text Full Text PDF PubMed Scopus (16) Google Scholar ]. Of the affected individuals, 50% have a sporadic disease which causes challenges for early diagnosis. Up to 80% of children aged 6–18 years with NF1 present with moderate to severe impairment in one or more areas of cognitive functioning, and they are among the most important NF1 manifestations during school age [ [2] Johansson E. Kallionpää Böckerman P. Peltonen J. Peltonen S. A rare disease and education: neurofibriomatosis type 1 decreases educational attainment. Clin. Genet. 2021; 99: 529-539 Crossref PubMed Scopus (6) Google Scholar , [3] Van der Vaart T. Plasschaert E. Rietman A.B. Renard M. Oostenbrink R. Vogels A. de Wit M.C.Y. Descheemaeker M. Vergouwe Y. Catsman-Berrevoets C.E. Legius E. Elgersma Y. Moll H.A. Simvastatin for cognitive deficits and behavioural problems in patients with neurofibromatosis type 1 (NF1-SIMCODA): a randomised, placebo-controlled trial. Lancet Neurol. 2013; 12: 1076-1083 Abstract Full Text Full Text PDF PubMed Scopus (90) Google Scholar ]. The average intelligence quotient (IQ) is 10–15 points lower in these children than in population or sibling control groups. Learning disabilities in reading, writing and mathematics have been reported in about 50% of children [ [2] Johansson E. Kallionpää Böckerman P. Peltonen J. Peltonen S. A rare disease and education: neurofibriomatosis type 1 decreases educational attainment. Clin. Genet. 2021; 99: 529-539 Crossref PubMed Scopus (6) Google Scholar ]. Furthermore, achievements may be undermined by attention-deficit–hyperactivity disorder (ADHD), difficulties in social functioning associated with autism spectrum disorder (ASD) and motor difficulties [ 2 Johansson E. Kallionpää Böckerman P. Peltonen J. Peltonen S. A rare disease and education: neurofibriomatosis type 1 decreases educational attainment. Clin. Genet. 2021; 99: 529-539 Crossref PubMed Scopus (6) Google Scholar , 3 Van der Vaart T. Plasschaert E. Rietman A.B. Renard M. Oostenbrink R. Vogels A. de Wit M.C.Y. Descheemaeker M. Vergouwe Y. Catsman-Berrevoets C.E. Legius E. Elgersma Y. Moll H.A. Simvastatin for cognitive deficits and behavioural problems in patients with neurofibromatosis type 1 (NF1-SIMCODA): a randomised, placebo-controlled trial. Lancet Neurol. 2013; 12: 1076-1083 Abstract Full Text Full Text PDF PubMed Scopus (90) Google Scholar , 4 Krab L.C. Aarsen F.K. de Goede-Bolder A. Catsman-Berrevoets C.E. Arts W.F.A. Moll H.A. Elgersma Y. Impact of neurofibromatosis type 1 on school performance. J. Child Neurol. 2008; 23: 1002-1010 Crossref PubMed Scopus (93) Google Scholar ]. Cognitive and behavioural deficits lead to lower academic achievement and loss of quality of life, persisting into adulthood [ [2] Johansson E. Kallionpää Böckerman P. Peltonen J. Peltonen S. A rare disease and education: neurofibriomatosis type 1 decreases educational attainment. Clin. Genet. 2021; 99: 529-539 Crossref PubMed Scopus (6) Google Scholar ]. 40% of children with NF1 need special education and only approximately 10% of children with NF1 do not have any problems with school performance and also do not need remedial teaching [ [4] Krab L.C. Aarsen F.K. de Goede-Bolder A. Catsman-Berrevoets C.E. Arts W.F.A. Moll H.A. Elgersma Y. Impact of neurofibromatosis type 1 on school performance. J. Child Neurol. 2008; 23: 1002-1010 Crossref PubMed Scopus (93) Google Scholar ].

WORKING WITH MATHEMATICAL PROBLEMS: AN ANALYSIS OF STUDENTS MISCONCEPTIONS AND ITS IMPACT ON MATHEMATICS LEARNING

The great misconception about mathematics is the notion that mathematics is about formulas, solving word problems, and doing computations. Hence, it is the impetus for this study to explore why so many students havedifficulty learning mathematics. To achieve this goal, this study focuses on why so many students keep making the same errors over a long period of time. Generally, among the errors committed by the students in solving word problems, it was found out that students usually made encoding errors. These errors were the result of carelessness, rushing through a problem or misreading a problem. These students correctly work out the solution, but cannot express this solution in an acceptable written form.Moreover, this study stresses that one of the foremost problems encountered by the students was their inability to understand the language used in mathematics, which is English. For some students, mathematical disability was a result of problems with the language of mathematics. Students had difficulty in understanding mathematical terminologies which normally were not used outside the mathematics lesson. Furthermore, lack of comprehension of the students in algebraic expressions concepts and operations leads to an error in translating mathematical phrase into mathematical symbol. This was due to insufficient understanding of mathematical expressions and poor skills in mathematical translation. The conclusions drawn from this investigation strongly justify the needs for mathematics teachers to give more emphasis on students learning in mathematical concepts. They must also need to be empowered in order to help the learners to be conversant in the mathematical language. The study has demonstrated that mathematical language plays a vital role in learners comprehension of word problems, hence the language that is used in mathematical word problems needs to be taken into cognizance.

The Opinions of Classroom Teachers on Mathematics Learning Losses During the Pandemic Period

This study aimed to determine the experiences of classroom teachers about learning losses in Mathematics during the pandemic period. This research, which was designed in the pattern of phenomenology, one of the qualitative research methods, was carried out with ten (10) primary school teachers working in different regions of Turkey in the spring term of the 2020-2021 academic year. As a result of the investigation, it was found that classroom teachers experienced that the presupposed skills of students with learning disabilities in mathematics are insufficient. In the teaching process, learning disabilities have negative effects in terms of learning and teaching, related to lack of knowledge and losses in mathematical learning areas, as well as emotional and social effects such as loss of self-confidence and emotional trauma in students. It has been found out that according to classroom teachers, the mathematics learning losses/deficiencies are explained by the sub-themes of student-environment, student-knowledge, subject and technical condition. Children's future academic achievement may be adversely affected due to losses/deficiencies. In the study, it is suggested to examine effects of learning losses/deficiencies with longitudinal studies.

Teaching Whole Number Addition and Subtraction to Students With Learning Disabilities

Students with learning disabilities in mathematics often struggle with the underlying concepts of multidigit addition and subtraction. To help students build a conceptual understanding of these computations, teachers can utilize evidence-based practices such as the concrete–semi-concrete–abstract framework and the use of multiple visual representations. This column presents five key strategies that incorporate evidence-based practices and teach whole number operations that rely on place value understanding.

Training causes activation increase in temporo-parietal and parietal regions in children with mathematical disabilities

While arithmetic training reduces fronto-temporo-parietal activation related to domain-general processes in typically developing (TD) children, we know very little about the training-related neurocognitive changes in children with mathematical disabilities (MD), who seek evidenced-based educational interventions. In a within-participant design, a group of 20 children (age range = 10–15 years old) with MD underwent 2 weeks of arithmetic training. Brain activation was measured using functional near-infrared spectroscopy (fNIRS) before and after training to assess training-related changes. Two weeks of training led to both behavioral and brain changes. Training-specific change for trained versus untrained (control) simple multiplication solving was observed as activation increase in the bilateral temporo-parietal region including angular gyrus and middle temporal gyrus. Training-specific change for trained versus untrained (control) complex multiplication solving was observed as activation increase in the bilateral parietal region including intraparietal sulcus, superior parietal lobule, and supramarginal gyrus. Unlike the findings of a similar study in TD children, 2 weeks of multiplication training led to brain activation increase in the fronto-parietal network in children with MD. Interestingly, these brain activation differences between the current findings and a recent similar study in TD children underlie a rather similar behavioral improvement as regards response time and accuracy after 2 weeks of training. This finding provides valuable insights into underlying mechanisms of mathematics learning in special samples and suggests that the findings in TD children may not be readily generalized to children with MD.

EP089: 47, XXY: Mathematic capabilities and the impact of Hormonal Replacement Treatment (HRT)

47,XXY, also known as Klinefelter syndrome, is the most frequently occurring sex chromosome aneuploidy with an incidence of approximately 1:600 live male births. It is medically characterized by hypogonadism, azoospermia, micropenis, and tall stature. The neurodevelopmental phenotype includes speech and motor delay, language-based learning disabilities, executive dysfunction, reduced expressive language, and increased risk for anxiety. Academic achievement for reading and writing has been shown to be largely impacted in school-aged males with 47,XXY. For example, an early study reported an increased risk for dyslexia due to challenges in processing speed, language, and memory despite intact intelligence quotients (IQ). Further, a more recent study revealed mastering school curricula often requires special education intervention. Math-related achievement, however, is a component of the 47,XXY neurodevelopmental profile that has been largely overlooked. There are a few studies that have indirectly demonstrated reduced arithmetic capabilities in 47,XXY compared to neurotypical controls, but none have delineated the specific mathematical skillsets that are impacted by a supernumerary X. Thus, we aimed to expand on this paucity of literature by comprehensively examining mathematical skills in school-aged males with 47,XXY. Further, though consistent in symptomatology, the phenotype is widely variable in severity depending on factors such as timing of diagnosis, family learning disability (FLD), and access to treatment. The potential profound benefits of Hormonal Replacement Therapy (HRT), or the administration of testosterone enanthate, on neurodevelopmental challenges in males with 47,XXY have been well-documented. In school-aged males specifically, HRT has been associated with increased expressive ability, working memory, and executive function. Therefore, we also explored the potential effect of HRT on mathematical achievement in our cohort. Our cohort consisted of 111 prenatally diagnosed school-aged males with 47,XXY (CA: 133 months). Those who were postnatally diagnosed, presented with mosaicism or other copy number variants (CNVs), or had a positive family history of learning disabilities were excluded from this study. An in-depth history was recorded in which HRT statuses were obtained. All participants were assessed by their respective pediatric endocrinologists who determined HRT administration. Study participants completed the KeyMath-3 and Wechsler Intelligence Scale for Children, 4th or 5th Edition (WISC-IV/V). For the purpose of this study, only the Arithmetic subtest was used. To investigate the potential effect of HRT on mathematical skills, participants were bifurcated into untreated (No-T, N=22) and treated (T, N=89) groups. A two-tailed t-test determined statistically significant group differences on each assessment, if any. Participants showed no significant differences on any demographic scales including maternal and paternal age (p=0.97 and p=0.19, respectively), birthweight (p=0.90), delivery method (p=0.79), race (p=0.55), or socioeconomic status (p=0.88). Significant effect of treatment was observed on several mathematical subtests of the KeyMath-3 including Numeration (p=0.005), Algebra (p=0.03), Geometry (p=0.03), Mental Computation and Estimation (p=0.005), Multiplication and Division (p=0.03), and Foundations of Problem Solving (p=0.05). The T group also demonstrated significantly increased scores on the Operations (M=115.28, p=0.004) and Total Test (M=116.38, p=0.01) areas compared to the No-T group (M=103.65 and M=106.62, respectively). Additionally, while not statistically significant, the T group exhibited higher average scores on the rest of the subtests and areas including Measurement (M=12.88), Data Analysis (M=12.40), Basic Concepts (M=117.03), Addition and Subtraction (M=12.55), Applied Problem Solving (M=12.21), and Applications (M=112.61) compared to the No-T group (M=11.95, M=11.55, M=110.90, M=11.11, M=11.18, and M=106.29, respectively). On the WISC-IV/V Arithmetic subtest, the T group (M=115.28, SD=2.72) did demonstrate a higher mean with less variability than the No-T group (M=115.28, SD=3.67), though not quite statistically significant (p=0.06). Our findings are the first to shed light on the mathematical profile of treated and untreated school-aged males with 47,XXY. Our observations of reduced scores in the untreated group corroborates a past study describing a proposed susceptibility to mathematics disability in this population. Other previous studies have documented the similar cognitive mechanisms shared between math disability and reading disability, as well as the increased risk of comorbidity. However, the neurodevelopmental profile for males with 47,XXY is usually restricted to only include language-based learning disability. Our findings suggest the phenotype may be expanded to include all learning disabilities, including those math-related.

A Descriptive Study to assess the Knowledge of Primary School Teachers Regarding Learning Disabilities among Children in Selected Schools of District Gurdaspur, Punjab with a view to Develop Self Instructional Module

Background of the study: Learning disabilities are not a single disorder, but include disabilities in any of the components that include: reading disabilities (dyslexia), writing disabilities (dysgraphia) and mathematical disabilities (dyscalculia). In India, the estimate prevalence of learning disabilities range from 9-39% and the incidence of dyslexia in primary school children has been reported 2-18%, dysgraphia 14% and dyscalculia 5.5%. Teachers play a vital role in identification and management of learning disabilities. Aim of the study: The aim of the study is to assess the knowledge of primary school teachers regarding learning disabilities among children. Material and Methods: Non-experimental research approach and a descriptive research design were considered appropriate for the study to assess the knowledge of primary school teachers regarding learning disabilities among children. The sample size of 40 primary school teachers was selected using non-probability convenient sampling technique from selected schools of District Gurdaspur, Punjab. Data was collected using self- structured questionnaire. Self- instructional module regarding learning disabilities was given to the primary school teachers. Results: The study results depict that the maximum of primary school teachers had average knowledge i.e. 80% followed by good i.e. 15% and below average i.e. 5%. The mean and SD of total score is 16.1 and 4.37. Educational status had significant association with the knowledge regarding learning of primary school teachers regarding learning disabilities among children whereas all other variables (age, gender, religion, teaching experience, area of school and source of knowledge) don’t have any significant association with knowledge of primary school teachers regarding learning disabilities among children as statistically analysed by chi square at 0.05 level of significance. Conclusion: This study concluded that the majority of primary school teachers had average knowledge regarding learning disabilities among children. disabilities i.e. 80% followed by good i.e. 15% and below average i.e. 5%. The mean and SD of total score is 16.1 and 4.37

Use of Learning Paths Through a Digital Ecosystem to Support Children With Learning Problems in Basic Math

Nowadays, technology is present in any human activity. In education a central problem is the large amount of educational resources available on the web, these resources need to be organized and evaluated for their best use in a specific way in order to be used by children with learning disabilities, this through user profiles that help an adequate delivery. Each of these children belongs to learning communities within an inclusive digital ecosystem that generates time optimization for the acquisition of basic math skills. This work aims to bring technology closer to improve the knowledge of children with learning disabilities in basic mathematics through the use of learning paths, which help to guide the teacher in the needs of children. A series of resources are proposed in an orderly and progressive manner that help to mitigate the problems presented according to the profile of each student, each of these learning paths are based on workflows in order to deliver resources through services. This paper presents a case study in an elementary school in Mexico and finally the results obtained from the evaluation of the case study.

Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes.

We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (M age = 6.55 years, SD age = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the effects of processing speed, working memory, calculation skill, word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple early domain-general cognitive abilities are related to later mathematics and reading outcomes and that numerical cognition processes, which may track ease of forming symbol-concept associations, predict later performance across both academic domains.

A Comparative Study on Visual Memory and Reaction Time in Students With Specific Learning Disability (SLD) and Normal Children

Objective: This study aimed to compare the reaction time and visual memory in students with SLD and normal students. Methods: This research was conducted using a causal-comparative method. Using causal-comparative method, the samples were selected through cluster sampling i.e. 15 students with reading learning disability, and 15 students with learning disability in mathematics and 15 normal students. The instruments were Kim-Carrad visual memory test and reaction time tester system. The obtained data were analyzed using MANOVA and SPSS software. Results: Results showed that there was a significant relationship between SLD students with the rate of error in visual memory test and duration of reaction to stimuli (P<0.05); the results of this study showed that the performance of SLD students’ memory is lower than that of normal children. Conclusion: Also, there was a significant difference between the reading of students with reading learning disability, and students with learning disability in mathematics and normal students.

The importance of working memory in children with Dyscalculia and Ageometria

This article is a literature review about Dyscalculia and Ageometria which are part of specific learning disabilities (LD) in Mathematics. Initially, some possible causes of LD are presented. Types of dyscalculia are then listed and the article goes on focusing on Working Memory (WM) and Mathematical Anxiety which play an important role in students’ performance in Mathematics.

A Systematic Review of Mathematics Interventions for Middle‐School Students Experiencing Mathematics Difficulty

AbstractIn this systematic review, we explored mathematics interventions for middle school (Grades 6, 7, and 8) implemented with students who experienced difficulty in the area of mathematics, including students with an identified learning disability in mathematics. A total of 72 single‐subject and group comparison studies met inclusion criteria, with 59 studies demonstrating positive effects on student‐level mathematics outcomes. The majority of mathematics interventions focused on foundational, prealgebraic skills (e.g., operations and problem solving) related to algebraic reasoning. To understand the landscape of effective mathematics interventions and inform instruction within mathematics intervention, we identified six instructional components used with regularity within the effective studies. These components included explicit instruction, multiple representations, problem‐solving instruction, mathematical language, mnemonics, and graphic organizers.

Mathematics Disability vs. Learning Disability: A 360 Degree Analysis.

A fundamental issue for research in mathematics disability (MD) and reading disability (RD) is: If these disabilities are clearly distinct, why is there so high a level of comorbidity, together with the converse; if these disabilities are so similar, why are there clear differences in underlying causes and aetiology? In order to address this puzzle, we introduce the “360 degree analysis” (360DA) framework and apply it to the overlap between RD and MD. The 360DA process starts by analyzing the issue from four perspectives: theoretical, developmental, affective, and pedagogical. Under 360DA, these analyses are then integrated to provide insights for theory, and for individual assessment and support, together with directions for future progress. The analyses confirm extensive similarities between arithmetic and reading development in terms of rote learning, executive function (EF), and affective trauma, but also major differences in terms of the conceptual needs, the motor coordination needs, and the methods of scaffolding. In terms of theory, commonalities are interpreted naturally in terms of initial general developmental delay followed by domain-independent affective trauma following school failure. Dissociations are interpreted in terms of cerebellar vs. hippocampal learning networks, sequential vs. spatial processing, and language vs. spatial scaffolding, with a further dimension of the need for accurate fixation for reading. The framework has significant theoretical and applied implications.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

State exams frequently use word problems to measure mathematics performance, making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data for students with LD, five empirically validated word-problem strategies are presented, with components of model-based problem solving (MBPS) highlighted.

The Magic Is in the Margins: UDL Math

In this article, I propose a mathematical version of Universal Design for Learning called UDL Math. I describe three classrooms that include students with disabilities in meaningful mathematics and explore how the teachers create access through multiple means of engagement, representation, and strategic action.

Comorbidity between persistent reading and mathematics disabilities: The nature of comorbidity

The current study aimed at investigating the comorbidity between reading disability (RD) and mathematical disability (MD) in a non-alphabetic language context. Over 1,900 Chinese first graders were screened on their reading and mathematics achievement twice. Children who scored consistently below the 10th percentile in reading and/or mathematics were identified as RD and/or MD respectively. A subsample of these children, together with a group of typically-achieving children, were further assessed on their cognitive capacities. Results suggested that while there were cognitive deficits that were specifically found in RD (shifting) versus MD (spatial working memory, inhibition, processing speed, visual attention) groups, deficits in naming speed was found in both RD and MD groups. The cognitive profile of the comorbid group was an additive combination of those of the two single LD groups. The findings suggest that RD and MD are two dissociable learning disabilities with distinct cognitive profiles. Effective screening and intervention can be developed based on the cognitive profiles of different disability groups.