Students with learning disabilities (LD), like other learners, show a range of resources and
strategies for reasoning about complex concepts in mathematics. This study comes from a
project in which a group of five ninth-grade students with LD participated in a once-weekly
tutoring program with university pre-service teachers. We asked, what strategies did students
use to reason about slope? Students drew upon knowledge of concepts related to constant
covariation when given the opportunity. This study suggests that students with LD have rich
conceptual knowledge that can be leveraged to improve their success in Algebra.
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Teaching Students With Learning Disabilities to Solve Secondary School Algebra Problems
In this paper, we make a case for the importance of teaching secondary school level algebra to students with learning disabilities (LD). Furthermore, we illustrate how they struggle and present best-practices on how they are best supported. We demonstrate effective ways of how teachers
can show students with LD how to solve challenging algebra problems. In particular, we depict how educators can help learners with LD show their work on paper in ways that support their thinking processes as they engage with challenging algebra problems.
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- Award ID(s):
- 1813903
- PAR ID:
- 10338928
- Date Published:
- Journal Name:
- Insights on learning disabilities
- Volume:
- 18
- Issue:
- 1
- ISSN:
- 1949-1212
- Page Range / eLocation ID:
- 79-89
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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