Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems.
Andersson, U. ( 2008). Mathematical competencies in children with different types of learning difficulties. Journal of Educational Psychology , 100, 48-66.
2.
Baroody, A.J. ( 1984). Children’s difficulties in subtraction: Some causes and cures. Arithmetic Teacher, 34(3), 14-19.
3.
Fuchs, L.S., & Fuchs, D. ( 2002). Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities, 35, 563-573.
4.
Fuchs, L.S., Fuchs, D., Craddock, C., Hollenbeck, K.N., Hamlett, C.L., & Schatschneider, C. (2008). Effects of small-group tutoring with and without validated classroom instruction on at-risk students’ math problem solving: Are two tiers of prevention better than one? Journal of Educational Psychology, 100, 491-509.
5.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., Powell, S.R., Capizzi, A.M., & Seethaler, P.M. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities, 39, 467-475.
6.
Fuchs, L.S., Powell, S.R., Seethaler, P.M., Cirino, P.T., Fletcher, J.M., Fuchs, D., & Hamlett, C.L. ( 2010). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences , 20, 89-100.
7.
Fuchs, L.S., Powell, S.R., Seethaler, P.M., Cirino, P.T., Fletcher, J.M., Fuchs, D., . . . Zumeta, R. O. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101, 561-576.
8.
Fuchs, L.S., Seethaler, P.S., Powell, S.R., Fuchs, D., Hamlett, C.L., & Fletcher, J.M. (2008). Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. Exceptional Children, 74, 155-173.
9.
Geary, D.C., Bow-Thomas, C., & Yao, Y. ( 1992). Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children. Journal of Experimental Child Psychology, 54, 372-391.
10.
Geary, D.C., Hoard, M.K., & Hamson, C.O. ( 1999). Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74, 213-239.
11.
Goldman, S.R., Pellegrino, J.W., & Mertz, D.L. ( 1988). Extended practice of basic addition facts: Strategy chances in learning-disabled students. Cognition and Instruction, 5, 223-265.
12.
Hanich, L.B., Jordan, N.C., Kaplan, D., & Dick, J. ( 2001). Performance across different areas of mathematical cognition in children with learning disabilities. Journal of Educational Psychology, 93, 615-626.
13.
Jitendra, A.K., Griffin, C.C., Deatline-Buchman, A., & Sczesniak, E. ( 2007). Mathematical problem solving in third-grade classrooms . Journal of Educational Research, 100, 283-302.
14.
Jordan, N.C., & Hanich, L.B. ( 2003). Features of children with moderate mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research and Practice, 18, 213-221.
15.
Jordan, N.C., Hanich, L.B., & Kaplan, D. ( 2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Development, 74, 834-850.
16.
Kroesbergen, E.H., & VanLuit, J.E.H. (2003). Mathematics interventions for children with special education needs: A meta-analysis. Remedial and Special Education, 24, 97-114.
17.
Parmar, R.S., Cawley, J.F., & Frazita, R.R. ( 1996). Word problem-solving by students with and without mild disabilities. Exceptional Children, 62, 415-429.
18.
Swanson, H.L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulty. Journal of Educational Psychology, 96, 471-491.
19.
Tournaki, N. ( 2003). The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities. Journal of Learning Disabilities, 36, 449-458.
