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Article Excerpt
Abstract. Increased attention is being paid to students who demonstrate difficulty in learning and applying mathematics concepts. The purpose of this special series was to address issues related to students and mathematics learning disabilities (LD). We identify Response to Intervention (RtI) as it relates to early mathematics instruction and a multi-tiered service delivery system. Further, because RtI has focused primarily on young children and the prevention of LD, we present information about older students who have been identified as having mathematics LD and provide strategies for helping them access the general education curriculum. Six papers on various mathematics topics, grade levels, and service delivery will be provided in this special series. Authors report findings on research efforts and offer implications for practice.
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Development and application of mathematical competence is a critical educational goal for all students, including those who have learning disabilities (LD). Yet, research on understanding mathematics disabilities and how they affect learning has lagged behind comparable work in reading disabilities. Likewise, when compared to the well-established research base in early reading difficulties, far less attention has been paid to early difficulties in mathematics and identification of mathematics disability (D. Bryant, Smith, & Bryant, 2008). Similarly, research on adolescent students with mathematics disabilities is limited at best.
Fortunately, in recent years, researchers have been paying increased attention to students who demonstrate challenges in learning and applying mathematics skills and concepts (D. Bryant, 2005; Chard et al., 2005; Fuchs & Fuchs, 2005; Gersten, Jordan, & Flojo, 2005; Jitendra et al., 2005; Jordan, Hanich, & Kaplan, 2003; Kroesbergen & Van Luit, 2003; Maccini & Gagnon, 2006; Miller, & Hudson, 2007; Montague, 2006). This special series on mathematics and LD is intended to add to this growing research base.
The specific purpose of this special series is to address two primary issues related to students and mathematics learning disabilities. First, at a time when Response to Intervention (RtI) is the focus of considerable attention and discussion in the educational community, we seek to identify key RtI issues as they relate to early mathematics instruction, particularly as they pertain to a multi-tiered service delivery system. Second, because RtI has focused primarily on young children and prevention of LD, we present information about older students who have been identified as having mathematics LD and provide strategies they can use to access the general education curriculum.
In this introduction, we (a) describe characteristics of students who have difficulties in mathematics, (b) overview the purposes of RtI and the multi-tiered service delivery system, (c) discuss briefly elementary and secondary math instruction, and (d) introduce the articles that constitute the special series and the authors who contributed to the series.
Characteristics of Students with Mathematics Difficulties
Mathematical difficulties are persistent and evident from the early elementary grades through secondary levels (Garnett, 1987). With respect to the early grades, Gersten et al. (2005) examined several kindergarten through grade 2 studies that compared students who exhibited mathematical difficulties to their typically achieving peers. Learning problems were found in arithmetic combinations (i.e., basic facts), counting strategies (e.g., counting all, counting on), and number sense (e.g., basic counting techniques, understanding of size of number, number relationships). Based on their findings, Gersten and his colleagues suggested that, over a period of time, limited mastery of arithmetic combinations (basic facts) was a "hallmark" of mathematics difficulties.
In a study on mathematics difficulties with students in grades 2 through 12, D. Bryant, Bryant, and Hammill (2000) identified 29 specific mathematics behaviors associated with...
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