May 2014, Vol. 45, Issue 3
Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities
Katherine E. Lewis
Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.
Log In/Create Account
This article is available to members of NCTM who subscribe to
Journal for Research in Mathematics Education. Don't miss outjoin now or upgrade your membership. You may also purchase this article now for online access.