Actionable 10: A Checklist to Boost Mathematics Teaching for Students With Learning Disabilities

Abstract

This article presents a checklist of 10 evidence-based practices for educators to apply in mathematics instruction for students with learning disabilities. The checklist is “actionable,” meaning the items on the checklist can be put into action immediately. It provides practical strategies teachers can adopt to fit their lessons regardless of their specific mathematical domain areas or student grade level. The focus of this article is translating research of evidence-based strategies into practice for mathematics instruction.

Enhancing number and algebra skills of primary students with learning disabilities or low mathematics achievement through a smartphone application

“…The concepts for developing the application are in line with Juithong et al (2015) guidelines in learning management for students with learning disabilities, which served learning activities that should be various, start from simple to complex tasks, build up confidence in learning, integrate concrete materials, use concise and understandable instruction, be aware of individual difference, provide a sense of success, create happy and enjoyable learning environment, employ authentic assessment with immediate feedback as well as support encouragement and compliment. These characteristics are also supported by Park et al's (2020) who proposed ten evidence-based practices, which are beneficial for mathematics teachers to select proper strategies for teaching students with learning disabilities or low mathematics achievement and to fit learning objectives of mathematical contents and student's grade levels.…”

“…(3) to support students' self-confidence and abilities, (4) to provide opportunities for students to learn by touching, observing, listening, body movement through concrete teaching materials, (5) 2010) suggested teachers to apply the actionable 10 practices including, explicit instruction, contextual teaching, precise mathematical vocabulary, error analysis, mathematical discourse, multiple representations, constructive feedback, reversibility tasks, flexibility tasks, and generalization tasks, to facilitate more comprehensive concepts and skills among students with mathematics learning disabilities. Park et al (2020) supported idea that the use of checklists is useful for teachers to promptly identify ways to select and integrate evidence-based strategies in teaching mathematics for students with learning disabilities.…”