How Do Changes Happen? Transition from Intuitive to Advanced Strategies in Multiplicative Reasoning for Students with Math Disabilities

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Conference Proceeding

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This study investigated how students with mathematics learning disabilities (MD) or at-risk for MD developed their multiplicative reasoning skills from intuitive strategies to advanced strategies through a teaching experiment. The participants consisted of two fifth graders with MD and one at-risk. A micro-genetic approach with a single subject design was used. Investigators coded and analyzed five strategies children used. Results showed that the participants had fewer strategies than normal-achieving students, but they improved their performance throughout the teaching experiment. The participants increased their use of double counting and direct retrieval, and decreased their use of unitary counting during the intervention.