Analysis of Mathematics Competence of Learning Disabled Adolescents

Abstract

Minimum competency testing is currently a reality in American education; the practice presents a number of problems for regular class and handicapped students. In this research, the mathematics performance of learning disabled (LD) students and their nondisabled peers on the Florida State Student Assessment Test-II (SSAT-II) was evaluated, and employers' opinions about the importance of mathematical skills assessed on the SSAT-II were analyzed. It was reasoned that information such as this would provide valuable benchmarks for use in planning, organizing, and implementing educational programs for high school students. Skill performance and mastery scores were tabulated and compared for adolescents classified as learning disabled and their regular class peers; the relative importance of various skills to employers was also tabulated and compared. Strengths and weaknesses in basic math competencies were identified and relations among these skill performances and employer opinions were identified. In general, LD students performed better on skills requiring literal use of numbers and worse on skills requiring application of mathematical knowledge. Employers' ratings of the extent to which various skills were required in the world of work supported the importance of competence in these basic skills.

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

“…Unfortunately, many students at the secondary level have not mastered basic skills (Algozzine, O'Shea, Crews, & Stoddard, ; Cawley, Baker‐Kroczynski, & Urban, ), struggle with reasoning algebraically (Maccini, McNaughton, & Ruhl, ), and experience difficulty with problem solving (Hutchinson, ; Montague, Bos, & Doucette, ). In a study on mathematics difficulties for students with LD in Grades 2 through 12, Bryant, Bryant, and Hammill () identified solving mathematical word problems as the primary area of challenge for students with LD.…”

Accessing Algebra via MathSpeak™: Understanding the Potential and Pitfalls for Students with Visual Impairments

“…Compounding the problem, algebra serves as a gateway for higher level mathematics coursesa high school graduation requirement-and to future employment and job skills (Algozzine, O'Shea, Crews, & Stoddard, 1987;Gagnon & Maccini, 2001;Maccini et al, 1999;Mack, 2010;Witzel, Mercer, & Miller, 2003). Thus, the challenges presented by the mathematics content or the lack of opportunity to learn this content can have a negative impact on students' opportunities to succeed, both in school and in life (Kirchner & Smith, 2005).…”

Cognitive Factors' Influence on Fraction Development in Students of Varying Ability Levels

“…Fractions along with decimals unlock the rational number system and allow students greater utility and precision than whole numbers alone. Unfortunately fractions are also one of the most difficult math concepts that students are asked to master in elementary school (Algozzine, O'Shea, Crews, & Stoddard, 1987;Hecht, Vagi, & Torgesen, 2007;Riddle & Rodzwell, 2000;Test & Ellis, 2005), and a segment of the student population continues to struggle with fraction concepts many years after the concepts were initially taught (Calhoon, Emerson, Flores, & Houchins, 2007;Hecht, 1998;Mazzocco & Devlin, 2008;National Center for Educational Statistics, 2013). To increase the math fluency of students, researchers need to understand why a segment of the school population continues to struggle with fractions.…”

“…Fractions have been called the most difficult concept that elementary students are asked to learn (Algozzine et al, 1987;Hecht et al, 2007). Making fractions especially difficult for elementary students to learn fractions is the fact that elementary teachers often don't know how to explain fractions to their students (Ball, 1990, Tirosh, 2000.…”

“…Fractions are one of the most difficult mathematical skills students are asked to learn through elementary and middle school (Algozzine et al, 1987;Hecht et al, 2007). Unlike whole numbers, fractions are a decidedly more abstract concept.…”