Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the overall effect size, and explore potential moderators. Forty-three studies were included and 150 effect sizes were meta-analyzed using robust variance estimation. The majority of studies focused on teaching fraction magnitude and arithmetic. An overall effect size of g = 1.02 [0.80, 1.25] was found for rational number interventions favoring treatment conditions over business as usual control. Proximal measures contributed to higher effect sizes than distal measures. Limitations included a high number of fraction interventions contributing to the overall effect size and a large amount of heterogeneity among study effect sizes.

Students with learning disabilities in mathematics often struggle with the underlying concepts of multidigit addition and subtraction. To help students build a conceptual understanding of these computations, teachers can utilize evidence-based practices such as the concrete, semi-concrete, abstract frameworks and the use of multiple, visual representations. This column presents five key strategies that incorporate evidence-based practices and teach whole number operations that rely on place value understanding.

According to National Council of Teachers of Mathematics (NCTM), students must develop a conceptual understanding of place value by second grade to understand that mathematics processes are more than a set of procedural steps. Yet, students with learning disabilities in mathematics typically struggle to understand place value in a deeper, conceptual sense, which can have a negative impact on their future performance where application of place value concepts are foundational. Therefore, early interventions targeting place value instruction are critical for building a solid foundation in mathematics for students with learning disabilities. This article provides teachers with an overview of five place-value principles, which are critical for student success; and evidence-based practices for teaching those principles.

The review of Endrew F. v. Douglas County School District case revealed that an individualized education program (IEP) requires inclusion of specific measurable goals to ensure educational benefit. The purpose of this article was to provide a systematic approach to progress monitoring IEP goals in mathematics, which monitors whether a student is benefiting from the mathematics instruction being provided. Using curriculum-based measures (CBM) is discussed as a feasible tool for monitoring the progress of students and creating specific measurable IEP goals. The article includes step-by-step strategies and guidelines for teachers to collect CBM data, create strategic IEP goals, and evaluate student progress.

An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals’ mathematics knowledge. Specifically, the National Mathematics Advisory Panel’s 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an underdeveloped skill area for many school–age children and especially those with learning disabilities. This article provides educators with the following four strategies that are grounded in research and can be implemented during instruction on area and perimeter: (a) instruction using manipulatives, (b) focusing on salient variables within problems, (c) utilizing visual–chunking representations, and (d) incorporating contextualized scenarios and experiences.