id: 06454558
dt: j
an: 2015d.00184
au: Lewis, Katherine E.
ti: Difference not deficit: reconceptualizing mathematical learning
disabilities.
so: J. Res. Math. Educ. 45, No. 3, 351-396 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C40 D70
ut: learning disabilities; response to intervention; educational resources;
educational research; educational diagnosis; mathematical aptitude;
disability identification; educational practices; dyscalculia;
fractions
ci:
li: http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2014/Vol45/Issue3/Difference-Not-Deficit_-Reconceptualizing-Mathematical-Learning-Disabilities/
ab: Summary: Mathematical learning disability (MLD) research often conflates
low achievement with disabilities and focuses exclusively on deficits
of students with MLDs. In this study, the author adopts an alternative
approach using a response-to-intervention MLD classification model to
identify the resources students draw on rather than the skills they
lack. The intervention model involved videotaped one-on-one fraction
tutoring sessions implemented with students with low mathematics
achievement. This article presents case studies of two students who did
not benefit from the tutoring sessions. Detailed diagnostic analyses of
the sessions revealed that the students understood mathematical
representations in atypical ways and that this directly contributed to
the persistent difficulties they experienced. Implications for
screening and remediation approaches are discussed.
rv: