Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics

Foundational research identifies seven effective instructional practices for teaching mathematics to K–12 students with learning disabilities or math difficulties. These research-validated practices include explicit instruction on a regular basis, teaching with multiple instructional examples, encouraging students to verbalize their decisions and solutions, using visual representations to show problem information, teaching multiple strategies, providing ongoing formative assessment data to teachers, and offering peer-assisted instruction. These strategies align with McGraw Hill's math programs, such as Connecting Math Concepts and Everyday Mathematics, which emphasize systematic, structured learning and cumulative progress. Explicit instruction, featuring clear modeling, thinking aloud, and immediate feedback, has been shown to yield a substantial mean effect size of 1.22 in mathematics intervention research. Similarly, presenting a wide range of sequenced examples supports skill acquisition and transfer, showing a statistically significant effect size of 0.82. Student verbalization and visual representations help students with learning disabilities regulate their thinking and reduce impulsive problem-solving behavior. Using multiple strategies allows students to build procedural flexibility and conceptual knowledge. Furthermore, formative assessment data enables teachers to tailor instruction to individual needs, while peer-assisted learning, particularly cross-age tutoring, provides beneficial support for students. These evidence-based practices are integrated within McGraw Hill's curricula to foster procedural knowledge, procedural flexibility, and deep conceptual understanding, thereby helping struggling learners build mathematical proficiency and close achievement gaps.

Research Citation:

Jayanthi, M., Gersten, R., & Baker, S. (2008). Mathematics instruction for students with learning disabilities or difficulty learning mathematics: A guide for teachers. RMC Research Corporation, Center on Instruction.