Miller, S., & Hudson, P. (2006). Helping students with disabilities understand what mathematics means. Teaching Exceptional Children, 39(1), 28-35.
Annotation:
Miller and Hudson’s article discusses approaches to assist students, with or without a disability, gain mathematical concepts rather than through memorisation and rote learning.
The authors discuss how teachers need to focus on five evidence-based strategies to assist students achieve conceptual understanding, rather than simple memorisation of facts through rote learning. These include concrete to abstract representation, explicit teacher instruction, appropriate lesson structures and mathematical language and vocabulary. The objective is to enable independent learning in students together
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(2013). The Impact Of Using Multi-Sensory Approach For Teaching Students With Learning Disabilities. Journal of International Education Research, 9(1), 75–82.
Annotation:
Obaid researches the effect of utlising multi-sensory learning strategies to assist students with learning disabilities.
The study involved collecting and comparing data of Year 6 students being taught mathematics (primarily addition) using the traditional format and another group were exposed to a multi-sensory approach. The researchers reference a number of articles that highlight a deeper, more successful understanding of mathematics is achieved through the use of manipulative, including multimedia sources and concrete materials. Furthermore Obaid suggest lessons should address all the senses to promote meaning and assist conceptual understandings in students with a disability.
The research showed that student achievement was greatest in the multi-sensory group however the most useful and relevant material of the study can be gained from reading the Literature Review component.
Reference 3:
Vukovic, R. K. (2012). Mathematics Difficulty with and without Reading Difficulty: Findings and Implications from a Four-Year Longitudinal Study. Exceptional Children, 78(3),