Teaching Place Value to Students With Learning Disabilities in Mathematics

Abstract

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.

How do Teachers Enhance Elementary School Students’ Numeracy Through the Integration of Singing and Jarimatika Methods?

“…Based on the perspectives of relationship between numbers, place value understanding was one of indicators that showed numeracy skills enhancement. Elementary school students' understanding of the place value concept through a system of grouping 10 ones into 1 tens (Paydar & Dogan, 2022;Rojo et al, 2021) was an achievement that deserves appreciation. It was because the place value concept was classified as something difficult to understand (Lambert & Moeller, 2019).…”

Students’ voices of inclusion in mathematics education

“…These students are often referred to as those with mathematics difficulties (Scherer et al, 2016), low achievers (Skilling et al, 2021), or with special educational needs (Darragh & Valoyes-Chávez, 2019). Other notions used to describe this group are students with learning disabilities (Rojo et al, 2021), struggling mathematical learners (Lannin et al, 2013), or children who find it difficult to learn mathematics (Lange, 2009). It can be argued that all these notions describe students in special educational needs in mathematics (SEM) 1 because they need something other than what is offered to gain access to learning mathematics (Bagger & Roos, 2015).…”

Using the Concrete‐Representational‐Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation

“…Place value is considered one of the most fundamental mathematical concepts that children learn in elementary school (Rojo et al., 2021; Sherman et al., 2017). As students progress through elementary school, they are required to compute multidigit numbers using a variety of operations (e.g., addition, subtraction, multiplication, division), skills that are based on the ability to understand and express multidigit quantities.…”