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.
Bay-WilliamsJ. M.SanGiovanniJ. J. (2021). Figuring out fluency in mathematics teaching and learning: Moving beyond basic facts and memorization. Grades K-8. Corwin.
2.
BouckE. C.BouckM. K.HunleyM. (2015). The calculator effect: Understanding the impact of calculators as accommodations for secondary students with disabilities. Journal of Special Education Technology, 30(2), 77–88. https://doi.org/10.1177/0162643415617371
3.
BoyleJ. R.KennedyM. J. (2019). Innovations in classroom technology for students with disabilities. Intervention in School and Clinic, 55(2), 67–70. https://doi.org/10.1177/1053451219837716
4.
BuchheisterK. E.JacksonC.TaylorC. E. (2017). Math games: A universal design approach to math reasoning. Australian Primary Mathematics Classroom, 22(4), 7–12.
5.
BurrillG.AllisonJ.BreauxG.KastbergS.KeathamK.SanchezW. (2002). Handheld graphing technology at the secondary level: Research findings and implications for classroom practice. Texas Instruments.
ChambersD. (2020). Assistive technology supporting inclusive education: Existing and emerging trends. In ChambersD. (Ed.), Assistive technology to support inclusive education (pp. 1–17). Emerald.
8.
DoablerC. T.FienH. (2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties. Intervention in School and Clinic, 48(5), 276–285. https://doi.org/10.1177/1053451212473151
9.
EllingtonA. J. (2003). A meta-analysis of the effects of calculators on students’ achievement and attitude levels in precollege mathematics classes. Journal for Research in Mathematics Education, 34(5), 433–463. https://doi.org/30034795
10.
KennedyM. J.BoyleJ. R. (2021). That really escalated quickly: Online learning move into the mainstream. Journal of Special Education Technology, 36(2), 63–66. https://doi.org/10.1177/01626434211006052
11.
LaiS. A.BerkeleyS. (2012). High-stakes test accommodations: Research and practice. Learning Disability Quarterly, 35(3), 158–169. https://doi.org/10.1177/0731948711433874
MarinoM. T.TsurusakiB. K.BashamJ. D. (2011). Selecting software for students with learning and other disabilities. Science Teacher, 78(3), 70–72.
14.
McConomyM. A.RootJ.WadeT. (2021). Using task analysis to support inclusion and assessment in the classroom. Teaching Exceptional Children. Advance online publication. https://doi.org/10.1177/00400599211025565
15.
McDonaldP. A.BergD. H. (2018). Identifying the nature of impairments in executive functioning and working memory of children with severe difficulties in arithmetic. Child Neuropsychology, 24(8), 1047–1062. https://doi.org/10.1080/09297049.2017.1377694
16.
McLeskeyJ.BarringerM.-D.BillingsleyB.BrownellM.JacksonD.KennedyM.LewisT.MaheadyL.RodriguezJ.ScheelerM. C.WinnJ.ZieglerD. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.
17.
MellottJ. A.AdrionS. P. (2019). Using brief experimental analysis to identify the right math intervention at the right time. Journal of Behavioral Education, 28(1), 435–455. https://doi.org/10.1007/s10864-019-09324-x
18.
Moyer-PackenhamP. S.LommatschC. W.LitsterK.AshbyJ.BullockE. K.RoxburghA. L.ShumwayJ. F.SpeedE.CovingtonB.HartmannC.Clarke-MiduraJ.SkariaJ.WestenskowA.MacDonaldB.SymanzikJ.JordeanK. (2019). How design features in digital math games support learning and mathematics connections. Computers in Human Behavior, 91(1), 316–332. https://doi.org/10.1016/j.chb.2018.09.036
NelsonG.PowellS. R. (2017). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities, 51(6), 523–539. https://doi.org/10.1177/0022219417714773
23.
OkM. W.BryantD. P.BryantB. (2019). Effects of computer-assisted instruction on the mathematics performance of students with learning disabilities: A synthesis of the research. Exceptionality, 28(1), 30–44. https://doi.org/10.1080/09362835.2019.1579723
24.
OkM. W.KimM. K.KangE. Y.BryantB. R. (2016). How to find good apps: An evaluation rubric for instructional apps for teaching students with learning disabilities. Intervention in School and Clinic, 51(4), 244–252. https://doi.org/10.1177/1053451215589179
Technical Education Research Centers. (2016). Investigations in number, data, and space (3rd ed.). Savvas Learning Company.
27.
ThomasC. N.PeeplesK. N.KennedyM. J.DeckerM. (2019). Riding the special education technology wave: Policy, obstacles, recommendations, actionable ideas, and resources. Intervention in School and Clinic, 54(1), 295–303. https://doi.org/10.1177/10534518819201
28.
WatsonS. M. R.GableR. A. (2013). Unraveling the complex nature of mathematics learning disability: Implications for research and practice. Learning Disability Quarterly, 36, 156–165. https://doi.org/10.1177/0731948712461489
