Teaching Whole Number Addition and Subtraction to Students With Learning Disabilities

Abstract

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.

Students’ learning growth in mental addition and subtraction: Results from a learning progress monitoring approach

“…Students with SEN had a significantly lower intercept value. This result is consistent with the findings that especially students with SEN-L often do not master the basic arithmetic operations taught in primary school even in secondary school (e.g., Peltenburg et al, 2012 ; Gebhardt et al, 2014 ; Rojo and Wakim, 2022 ).…”

“…Previous research has also shown that students with SEN have difficulty acquiring adequate computation skills ( Gersten et al, 2005 ; Evans, 2007 ; Bryant et al, 2008 ; Wei et al, 2013 ; Soares et al, 2018 ). For example, at the end of primary school, many students with SEN-L have acquired lower competencies in the development in mathemtics in general (e.g., Gebhardt et al, 2014 , 2015 ) and in the development of mental arithmetic computation for numbers up to 100 compared to their peers without SEN-L ( Peltenburg et al, 2012 ; Rojo and Wakim, 2022 ).…”

“…However, empirical research also shows that a large number of students struggle with mental computation throughout and beyond primary school (e.g., Reys et al, 1993 ; Miller et al, 2011 ; Hickendorff et al, 2019 ). Recent research findings (e.g., Peltenburg et al, 2012 ; Gebhardt et al, 2015 ; Rojo and Wakim, 2022 ) suggests, that the acquisition of multi-digit mental computation is particularly challenging for students with special educational needs (SEN). For example, students with SEN in the area of learning (SEN-L) mostly exhibit a lack of solid basic arithmetic skills, which is often responsible for difficulties and missing learning success in secondary school mathematics (e.g., Gebhardt et al, 2014 ; Rojo and Wakim, 2022 ).…”

“…Recent research findings (e.g., Peltenburg et al, 2012 ; Gebhardt et al, 2015 ; Rojo and Wakim, 2022 ) suggests, that the acquisition of multi-digit mental computation is particularly challenging for students with special educational needs (SEN). For example, students with SEN in the area of learning (SEN-L) mostly exhibit a lack of solid basic arithmetic skills, which is often responsible for difficulties and missing learning success in secondary school mathematics (e.g., Gebhardt et al, 2014 ; Rojo and Wakim, 2022 ). Studies focusing on the mathematical learning development of students with and without SEN conclude that students with SEN not only show a lower mathematical achievement, but also have a slower learning growth than their peers without SEN (e.g., Wei et al, 2013 ; Gebhardt et al, 2015 ).…”