ERIC Number: EJ1029973
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: N/A
Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities
Lewis, Katherine E.
Journal for Research in Mathematics Education, v45 n3 p351-396 May 2014
Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.
Descriptors: Learning Disabilities, Mathematics Education, Response to Intervention, Models, Educational Resources, Educational Research, Classification, Educational Diagnosis, Mathematical Aptitude, Disability Identification, Educational Practices, Educational Strategies, Screening Tests
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A