Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-25T02:55:50.132Z Has data issue: false hasContentIssue false
  • English
  • Français

Supporting Students in the Middle School Years with Learning Difficulties in Mathematics: Research into Classroom Practice

Published online by Cambridge University Press:  26 February 2016

Lorraine Graham ,
Anne Bellert  and
John Pegg
Lorraine Graham
Affiliation:
SiMERR—National Centre, University of New England, Armidale, Australia
Anne Bellert*
Affiliation:
Catholic Education Office, Lismore, Australia
John Pegg
Affiliation:
SiMERR—National Centre, University of New England, Armidale, Australia
*
*Corresponding author. Private Bag 9, Grafton, NSW 2460, Australia. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The aim of this article is to promote discussion and professional development around the topic of learning difficulties in mathematics, particularly as these pertain to teaching and learning in the middle school years. The article has three sections. In the first section, a review of literature about learning difficulties (LD) in mathematics is presented. Definitional issues are discussed, key underlying causes of LD in mathematics are highlighted and common ‘learner characteristics’ of middle-years students with LD in mathematics are identified. The second part of the article is an overview of a responsive intervention currently being developed to support middle-years students with LD in mathematics. This section describes the implementation of the QuickSmart mathematics intervention with 42 participating students and 12 comparison students enrolled in five schools from a rural area of New South Wales. The results of pre-intervention and post-intervention assessments, using both standardised and achievement-based measures are reported. The findings indicate that the QuickSmart intervention approach improved students’ mathematical knowledge, skills and understandings. In the third section of the article research-validated, curriculum-relevant strategies from the QuickSmart mathematics program are described.

Type
Conference Paper
Information
Australasian Journal of Special Education , Volume 31 , Issue 2 , September 2007 , pp. 171 - 182
Copyright
Copyright © The Australian Association of Special Education 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Australian Council for Educational Research (ACER). (1997). Progressive achievement tests in mathematics (Revised). Melbourne: ACER Press.Google Scholar
Cawley, J. F., Parmer, R., Yan, W., & Miller, J. H. (1996). Arithmetic computation abilities of students with learning disabilities: Implications for instruction. Learning Disabilities Research & Practice, 11, 230–237.Google Scholar
Chan, L., & Dally, K. (2001). Learning disabilities and literacy and numeracy development. Australian Journal of Learning Disabilities, 6(1), 12–19.Google Scholar
Doig, B. (2001). Summing up: Australian numeracy performances, practices, programs and possibilities. Melbourne: ACER Press.Google Scholar
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.Google Scholar
Evans, D. (2007). Developing mathematical proficiency in the Australian context: Implications for students with learning difficulties. Journal of Learning Disabilities, 49(5), 427–435.Google Scholar
Geary, D. C. (2003). Learning disabilities in arithmetic. In Swanson, H. L., Graham, S., & Harris, K. (Eds.), Handbook of learning disabilities (pp. 199–212). New York: Guilford Press.Google Scholar
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 67–78.Google Scholar
Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. Journal of Special Education, 33, 18–28.Google Scholar
Graham, L., & Bailey, J. (2007). Learning disabilities and difficulties: An Australian conspectus — introduction to the special series. Journal of Learning Disabilities, 49(5), 386–391.Google Scholar
Graham, L., Bellert, A., Thomas, J., & Pegg, J. (2007). QuickSmart; A basic academic skills intervention for middle school students with learning difficulties. Journal of Learning Disabilities, 49(5), 386–391.Google Scholar
Hattie, J. (2005). What is the nature of evidence that makes a difference to learning? Australian Council for Educational Research 2005 Conference Proceedings (pp. 11–21). Australian Council for Educational Research: Camberwell, VIC.Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.Google Scholar
Louden, W., Chan, L., Elkins, J., Greaves, D., House, H., Milton, M. et al. (2000). Mapping the territory—Primary students with learning difficulties. Literacy and numeracy (Vol. 2). Canberra: Department of Education, Training and Youth Affairs.Google Scholar
Miller, S., & Mercer, C. (1997). Educational aspects of mathematics disabilities. Journal of Learning Disabilities, 30(1), 47–56.Google Scholar
Milton, M. (2000). How do schools provide for children with difficulties in numeracy? Australian Journal of Learning Disabilities, 5(2), 23–27.Google Scholar
Pincott, R. (2004). Are we responsible for our children’s maths difficulties? In Knight, B., & Scott, W. (Eds.), Learning difficulties: Multiple perspectives (pp. 141–151). French’s Forest, NSW: Pearson SprintPrint.Google Scholar
Rowe, K. (2006). Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching? ACER background paper to keynote address presented at the NSW DET, Office of Schools Portfolio Forum: Sydney.Google Scholar
Royer, J. M. (1996). Cognitive assessment of reading competencies: Diagnosis and prescription. In Phye, G. D. (Ed.), Handbook of academic learning (pp. 199–234). San Diego, CA: Academic Press.Google Scholar
Simmerman, S., & Swanson, H. L. (2001). Treatment outcomes for students with learning disabilities. How important are internal and external validity? Journal of Learning Disabilities, 34, 221–236.Google Scholar
Swanson, H. L., & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research & Practice, 16, 109–119.CrossRefGoogle Scholar
Vaughn, S., Bos, C. S., & Schumm, J. S. (2000). Teaching exceptional, diverse and at-risk learners in the general education classroom. Boston, MA: Allyn & Bacon.Google Scholar
Westwood, P. (2000). Numeracy and learning difficulties: Approaches to teaching and assessment. Camberwell, Vic.: ACER Press.Google Scholar
Westwood, P. (2001). ‘Differentiation’ as a strategy for inclusive classroom practice. Australian Journal of Learning Disabilities, 6(1), 5–11.Google Scholar
Westwood, P., & Graham, L. (2003). Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia. Australian Journal of Learning Disabilities, 8, 3–15.Google Scholar