Mathematics

The information-processing model provides numerous perspectives for examining the math difficulties of students with learning disabilities. Weaknesses in selected components of information-processing may affect math performance. For example:

Attention deficits: learners have difficulty tracking the steps in algorithms or problem-solving.

Visual-spatial deficits: learners lose their place on the worksheet. Students have difficulty differentiating between numbers (e.g. 6 and 9), coins, the operation symbols, and clock hands.

Auditory-processing difficulties: learners have difficulty doing oral drills and are unable to continue counting from within a sequence.

Memory problems: learners are unable to retain math facts or new information, forget steps in algorithms or multi-step word problems.

Motor disabilities: learners write numbers illegibly, slowly, and have difficulty writing numbers in small spaces (i.e. write large).³³

Research has shown that when practitioners develop skills in readiness (understanding numbers), computation, and problem-solving by using various adaptations, accommodations and different approaches, all learners can benefit, regardless of a disability.³⁴

Inherent in the three keys areas (number readiness, computation and problem solving) are math concepts that will facilitate the greatest amount of knowledge acquisition across the content being taught. These concepts include: addition, subtraction, multiplication, and division; place value; fractions; estimation; probability; volume and area; and word-problem solving. The important concepts should be taught to mastery, rather than briefly covering numerous math skills superficially.³⁵