Volume 26, Issue 3 (1997)
Math Interventions for Students With Learning Disabilities: Myths and Realities
Jeannette E. Fleischner, Maris A. Manheimer
Abstract: During the past two decades, math learning disabilities have received increased attention from educational researchers, evaluators, and teachers. Once thought to be quite uncommon, it now is agreed that about 6% of students are affected by math learning disabilities. Two basic subtypes are described: primary math disabilities, or non-verbal learning disabilities; and problems in math achievement related to verbal learning disabilities, or reading disorders. Methods to evaluate the nature and type of math learning disability are described. Assessment techniques that are helpful in planning instruction, such as error analysis and clinical interviews, are discussed. The main purpose of this article, though, is to help school psychologists understand the instructional techniques that are effective in helping students with math learning disabilities. These techniques are described, beginning with those geared to children at the pre-computational level. Methods for teaching whole number operations, place value, and part-to-whole relationships are detailed. Finally, strategies for teaching problem solving and algebra are considered.
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