A Systematic Literature Review of Empirical Evidence on Students with Mathematics Learning Disabilities
Keywords:
mathematics, learning disabilities, educational interventions, systematic literature review, special education
Abstract
Mathematics is a particularly important component in our daily life and many students find it as an exceedingly difficult subject to be learned. The similar problem is being faced by special needs students such as those with learning disabilities (LD). This paper provides a current and thorough literature review of the empirical evidence on students with mathematics learning disabilities. The authors conducted the review of literature from the year 2016 to 2020 using Education Resources Information Center (ERIC) as the database. A total of 31 articles were found. Multiple mathematics learning disabilities were identified and the educational interventions that were used vary accordingly. Finding shows that most of the studies focused on technology-based interventions to help students with intellectual disability which includes problem solving and creative thinking. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate educational interventions to meet the needs of students with learning disabilities and maximize their mathematics learning outcomes in schools.
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References
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Dibbs, R. A., Hott, B. L., Martin, A., Raymond, L., Kline, T., Combining, T., Dibbs, R. A., et al. (2020). Combining like terms : A qualitative meta-synthesis of Algebra I interventions in mathematics and special education. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(3): 219–232.
Dueker, S. A. & Cannella-malone, H. I. (2019). Teaching addition to students with moderate disabilities using video prompting. The Journal of Special Education Apprenticeship (JOSEA), 8(September).
Eichhorn, M. M. S. (2016). Haunted by Math : The impact of policy and practice on students with math learning disabilities in the transition to post-secondary education in Mumbai , India Keywords. Global Education Review, 3(3): 75–93.
Ewing, B. (2016). Making sense of a trial maths intervention program for students with disability in Australia : Interim Report. Universal Journal of Educational Research, 4(10): 2305–2317. doi:10.13189/ujer.2016.041009
Foreman-murray, L. & Fuchs, L. S. (2019). Quality of explanation as an indicator of fraction Magnitude understanding. Journal of Learning Disabilities, 52(2): 181–191. doi:10.1177/0022219418775120
Freeman-green, S., Person, J. & Brien, C. O. (2018). Mathematics instruction for secondary students with learning disabilities in the era of tiered instruction. Insights into Learning Disabilities, 15(2), 15(2): 175–194.
Geary, D. C. & Hoard, M. K. (2001). Numerical and arithmetical deficits in learning-disabled children: relation to dyscalculia and dyslexia. Aphasiology, 15(7): 635–647. doi:10.1080/02687040143000113
Griffin, C. C., Dana, N. F., Pape, S. J., Algina, J., Bae, J., Prosser, S. K. & League, M. B. (2018). Prime Online : Exploring Teacher Professional Development for Creating Inclusive Elementary Mathematics Classrooms. Teacher Education and Special Education, 41(2): 121–139. doi:10.1177/0888406417740702
Hord, C. & Dejarnette, A. F. (2020). Perspectives on Algebra I tutoring experiences with students with learning disabilities. Learning Disabilities: A Contemporary Journal, 18(2): 177–192.
Hord, C. & Saldanha, R. L. (2020). A student with a learning disability and multi-step equations with fractions. Learning Disabilities: A Contemporary Journal, 18(1): 111–121.
Hord, C., Walsh, J. B., Gordon, K. & Saldanha, R. L. (2016). Teacher and student use of gesture and access to secondary mathematics for students with learning disabilities : An exploratory study. Learning Disabilities: A Contemporary Journal, 14(2): 189–206.
Hughes, E. M. (2019). Point of view video modeling to teach simplifying fractions to middle school students with mathematical learning disabilities. Learning Disabilities: A Contemporary Journal, 17(1): 41–57.
Hwang, J., Riccomini, P. J. & Morano, S. (2019). Examination of cognitive processes in effective Algebra problem-solving interventions for secondary students with learning disabilities. Learning Disabilities: A Contemporary Journal, 17(2): 205–220.
Ikhwanudin, T. & Suryadi, D. (2018). How students with mathematics learning disabilities understands fraction : A case from the Indonesian inclusive school. International Journal of Instruction, 11(3): 309–326.
Jiménez-fernández, G. (2016). How can I help my students with learning disabilities in mathematics ? Journal of Research in Mathematics Education, 5(1): 56–73. doi:10.4471/redimat.2016.1469
Jimenez, B. A. & Stanger, C. (2017). Math manipulatives for students with severe intellectual disability : A survey of special education. Physical Disabilities: Education and Related Services, 36(1): 1–12. doi:10.14434/pders.v36i1.22172
Keller, T., Hebeisen, A. & Brucker-kley, E. (2018). Integration of children with special needs in mathematics through virtual reality. 15th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2018), hlm. 30–37.
Khan, K. S., Kunz, R., Kleijnen, J. & Antes, G. (2003). Five steps to conducting a systematic review. Journal of The Royal Society of Medicine, 96(September 2018): 118–121. doi:10.1177/014107680309600304
Kitchens, V. D., Deris, A. R. & Simon, M. K. (2016). Effects of an intervention on math achievement for students with learning disabilities. JAASEP Winter, 85–96.
Kunwar, R., Shresta, B. K. & Sharma, L. (2021). European journal of educational research. European Journal of Educational Research, 10(1): 367–380. doi:10.12973/eu-jer.10.1.367
Lambert, R. & Tan, P. (2016). Student learning and related factors 1057. Student Learning and Related Factors, hlm. 1057–1063.
Lei, Q., Morita-mullaney, T. & Tzur, R. (2020). Instructional scaffolds in mathematics instruction for English learners with learning disabilities : An exploratory case study. Learning Disabilities: A Contemporary Journal, 18(1): 123–144.
Lei, Q., Xin, Y. P., Morita-mullaney, T. & Tzur, R. (2018). Analyzing a discoure of scaffolds for mathematics instruction. Mathematical Knowledge for Teaching.
Margot, K. C. & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1). doi:10.1186/s40594-018-0151-2
Mariano, D. C. B., Leite, C., Santos, L. H. S., Rocha, R. E. O. & de Melo-Minardi, R. C. (2017). A guide to performing systematic literature reviews in bioinformatics. JULHO. Retrieved from http://arxiv.org/abs/1707.05813
Mazzocco, M. M. & Myers, G. (2009). Complexities in identifying and defining mathematics learning disability in the Primary School-Age Years. NIH Public Access, 53. doi:10.1007/s11881-003-0011-7.Complexities
Mckissick, S. K. (2017). Effectiveness of Pearson’s SuccessMaker mathematics for students with disabilities. JAASEP WINTER, 103–133.
Mohamed Shaffril, H. A., Samsuddin, S. F. & Abu Samah, A. (2020). The ABC of systematic literature review : the basic methodological guidance for beginners. Quality & Quantity. doi:10.1007/s11135-020-01059-6
Mutlu, Y., Akgün, L. & Using, L. (2019). Using computer for developing arithmetical skills of students with mathematics learning difficulties. International Journal of Research in Education and Science (IJRES), 5(1): 237–251.
Nagar, N. M. (2016). Examining teaching based on errors in mathematics amongst pupils with learning disabilities. European Journal of Science and Mathematics Education, 4(4): 506–522.
Ngiamsunthorn, P. S. (2020). Promoting creative thinking for gifted students in undergraduate mathematics. Journal of Research and Advances in Mathematics Education, 5(1): 13–25. doi:10.23917/jramathedu.v5i1.9675
Okech, J. B. (2021). Implementation of inclusive education practices for children with disabilities and other special needs in Uganda. Journal of Education and e-Learning Research, 8(1): 97–102. doi:10.20448/journal.509.2021.81.97.102
Orosco, M. J. & Abdulrahim, N. A. (2017). Culturally responsive professional development for one special education teacher of Latino English language learners With mathematics learning disabilities. Insights into Learning Disabilities, 14(1): 73–95.
Özkubat, U., Karabulut, A. & Rüya, E. (2020). Mathematical problem-solving processes of students with special needs : A cognitive strategy instruction model ’ Solve It !’. International electronic journal of elementary education, 12(5): 405–416. doi:10.26822/iejee.2020562131
Prendergast, M., Spassiani, N. A. & Roche, J. (2017). Developing a mathematics module for students with intellectual disability in higher education. International Journal of Higher Education, 6(3): 169–177. doi:10.5430/ijhe.v6n3p169
Rahim, A. A., Manaf, R. A., Juni, M. H. & Ibrahim, N. (2021). Health system governance for the integration of mental health services into primary health care in the sub-Saharan Africa and South Asia region : A systematic review. The Journal of Health Care Organization, Provision, and Financing, 58: 1–12. doi:10.1177/00469580211028579
Sabaruddin, S., Mansor, R., Rusmar, I. & Husna, F. (2020). Student with special needs and mathematics learning : A case study of an autistic student. Journal of Research and Advances in Mathematics Education, 5(3): 317–330. doi:10.23917/jramathedu.v5i3.11192
Sari, M. H. (2020). International online journal of primary education. International Online Journal of Primary Education, 9(2): 228–243.
Spooner, F., Saunders, A., Root, J. & Brosh, C. (2017). Promoting access to common core mathematics for students with severe disabilities through mathematical problem solving. Research and Practice for Persons with Severe Disabilities, 42(3): 171–186. doi:10.1177/1540796917697119
Tian, J. & Siegler, R. S. (2017). Fractions learning in children with mathematics difficulties. Journal of Learning Disabilities, 50(6): 614–620. doi:10.1177/0022219416662032
Wilkey, E. D., Pollack, C. & Price, G. R. (2018). Dyscalculia and typical math achievement are associated with individual differences in number-specific executive function. Child Development, 1–24. doi:10.1111/cdev.13194
Yazcayir, G. & Gurgur, H. (2021). Students with special needs in digital classrooms during the COVID- 19 pandemic in Turkey. MODESTUM, 6(1): 1–10.
Yuzie, A., Arshad, M., Halim, L. & Nasri, N. M. (2021). Research article a systematic review : Issues in implementation of integrated STEM education. Turkish Journal of Computer and Mathematics Education, 12(9): 1124–1133.
Bessoondyal, H. (2017). Meta-cognitive strategies in problem solving for children with learning difficulties in mathematics at the primary level. International Journal of Special Education, 32(1): 37–54.
Browder, D. M., Spooner, F., Lo, Y., Saunders, A. F., Root, J. R., Davis, L. L. & Brosh, C. R. (2018). Teaching students with moderate intellectual disability to solve word problems. The Journal of Special Education, 51(4): 222–235. doi:10.1177/0022466917721236
Dibbs, R. A., Hott, B. L., Martin, A., Raymond, L., Kline, T., Combining, T., Dibbs, R. A., et al. (2020). Combining like terms : A qualitative meta-synthesis of Algebra I interventions in mathematics and special education. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(3): 219–232.
Dueker, S. A. & Cannella-malone, H. I. (2019). Teaching addition to students with moderate disabilities using video prompting. The Journal of Special Education Apprenticeship (JOSEA), 8(September).
Eichhorn, M. M. S. (2016). Haunted by Math : The impact of policy and practice on students with math learning disabilities in the transition to post-secondary education in Mumbai , India Keywords. Global Education Review, 3(3): 75–93.
Ewing, B. (2016). Making sense of a trial maths intervention program for students with disability in Australia : Interim Report. Universal Journal of Educational Research, 4(10): 2305–2317. doi:10.13189/ujer.2016.041009
Foreman-murray, L. & Fuchs, L. S. (2019). Quality of explanation as an indicator of fraction Magnitude understanding. Journal of Learning Disabilities, 52(2): 181–191. doi:10.1177/0022219418775120
Freeman-green, S., Person, J. & Brien, C. O. (2018). Mathematics instruction for secondary students with learning disabilities in the era of tiered instruction. Insights into Learning Disabilities, 15(2), 15(2): 175–194.
Geary, D. C. & Hoard, M. K. (2001). Numerical and arithmetical deficits in learning-disabled children: relation to dyscalculia and dyslexia. Aphasiology, 15(7): 635–647. doi:10.1080/02687040143000113
Griffin, C. C., Dana, N. F., Pape, S. J., Algina, J., Bae, J., Prosser, S. K. & League, M. B. (2018). Prime Online : Exploring Teacher Professional Development for Creating Inclusive Elementary Mathematics Classrooms. Teacher Education and Special Education, 41(2): 121–139. doi:10.1177/0888406417740702
Hord, C. & Dejarnette, A. F. (2020). Perspectives on Algebra I tutoring experiences with students with learning disabilities. Learning Disabilities: A Contemporary Journal, 18(2): 177–192.
Hord, C. & Saldanha, R. L. (2020). A student with a learning disability and multi-step equations with fractions. Learning Disabilities: A Contemporary Journal, 18(1): 111–121.
Hord, C., Walsh, J. B., Gordon, K. & Saldanha, R. L. (2016). Teacher and student use of gesture and access to secondary mathematics for students with learning disabilities : An exploratory study. Learning Disabilities: A Contemporary Journal, 14(2): 189–206.
Hughes, E. M. (2019). Point of view video modeling to teach simplifying fractions to middle school students with mathematical learning disabilities. Learning Disabilities: A Contemporary Journal, 17(1): 41–57.
Hwang, J., Riccomini, P. J. & Morano, S. (2019). Examination of cognitive processes in effective Algebra problem-solving interventions for secondary students with learning disabilities. Learning Disabilities: A Contemporary Journal, 17(2): 205–220.
Ikhwanudin, T. & Suryadi, D. (2018). How students with mathematics learning disabilities understands fraction : A case from the Indonesian inclusive school. International Journal of Instruction, 11(3): 309–326.
Jiménez-fernández, G. (2016). How can I help my students with learning disabilities in mathematics ? Journal of Research in Mathematics Education, 5(1): 56–73. doi:10.4471/redimat.2016.1469
Jimenez, B. A. & Stanger, C. (2017). Math manipulatives for students with severe intellectual disability : A survey of special education. Physical Disabilities: Education and Related Services, 36(1): 1–12. doi:10.14434/pders.v36i1.22172
Keller, T., Hebeisen, A. & Brucker-kley, E. (2018). Integration of children with special needs in mathematics through virtual reality. 15th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2018), hlm. 30–37.
Khan, K. S., Kunz, R., Kleijnen, J. & Antes, G. (2003). Five steps to conducting a systematic review. Journal of The Royal Society of Medicine, 96(September 2018): 118–121. doi:10.1177/014107680309600304
Kitchens, V. D., Deris, A. R. & Simon, M. K. (2016). Effects of an intervention on math achievement for students with learning disabilities. JAASEP Winter, 85–96.
Kunwar, R., Shresta, B. K. & Sharma, L. (2021). European journal of educational research. European Journal of Educational Research, 10(1): 367–380. doi:10.12973/eu-jer.10.1.367
Lambert, R. & Tan, P. (2016). Student learning and related factors 1057. Student Learning and Related Factors, hlm. 1057–1063.
Lei, Q., Morita-mullaney, T. & Tzur, R. (2020). Instructional scaffolds in mathematics instruction for English learners with learning disabilities : An exploratory case study. Learning Disabilities: A Contemporary Journal, 18(1): 123–144.
Lei, Q., Xin, Y. P., Morita-mullaney, T. & Tzur, R. (2018). Analyzing a discoure of scaffolds for mathematics instruction. Mathematical Knowledge for Teaching.
Margot, K. C. & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1). doi:10.1186/s40594-018-0151-2
Mariano, D. C. B., Leite, C., Santos, L. H. S., Rocha, R. E. O. & de Melo-Minardi, R. C. (2017). A guide to performing systematic literature reviews in bioinformatics. JULHO. Retrieved from http://arxiv.org/abs/1707.05813
Mazzocco, M. M. & Myers, G. (2009). Complexities in identifying and defining mathematics learning disability in the Primary School-Age Years. NIH Public Access, 53. doi:10.1007/s11881-003-0011-7.Complexities
Mckissick, S. K. (2017). Effectiveness of Pearson’s SuccessMaker mathematics for students with disabilities. JAASEP WINTER, 103–133.
Mohamed Shaffril, H. A., Samsuddin, S. F. & Abu Samah, A. (2020). The ABC of systematic literature review : the basic methodological guidance for beginners. Quality & Quantity. doi:10.1007/s11135-020-01059-6
Mutlu, Y., Akgün, L. & Using, L. (2019). Using computer for developing arithmetical skills of students with mathematics learning difficulties. International Journal of Research in Education and Science (IJRES), 5(1): 237–251.
Nagar, N. M. (2016). Examining teaching based on errors in mathematics amongst pupils with learning disabilities. European Journal of Science and Mathematics Education, 4(4): 506–522.
Ngiamsunthorn, P. S. (2020). Promoting creative thinking for gifted students in undergraduate mathematics. Journal of Research and Advances in Mathematics Education, 5(1): 13–25. doi:10.23917/jramathedu.v5i1.9675
Okech, J. B. (2021). Implementation of inclusive education practices for children with disabilities and other special needs in Uganda. Journal of Education and e-Learning Research, 8(1): 97–102. doi:10.20448/journal.509.2021.81.97.102
Orosco, M. J. & Abdulrahim, N. A. (2017). Culturally responsive professional development for one special education teacher of Latino English language learners With mathematics learning disabilities. Insights into Learning Disabilities, 14(1): 73–95.
Özkubat, U., Karabulut, A. & Rüya, E. (2020). Mathematical problem-solving processes of students with special needs : A cognitive strategy instruction model ’ Solve It !’. International electronic journal of elementary education, 12(5): 405–416. doi:10.26822/iejee.2020562131
Prendergast, M., Spassiani, N. A. & Roche, J. (2017). Developing a mathematics module for students with intellectual disability in higher education. International Journal of Higher Education, 6(3): 169–177. doi:10.5430/ijhe.v6n3p169
Rahim, A. A., Manaf, R. A., Juni, M. H. & Ibrahim, N. (2021). Health system governance for the integration of mental health services into primary health care in the sub-Saharan Africa and South Asia region : A systematic review. The Journal of Health Care Organization, Provision, and Financing, 58: 1–12. doi:10.1177/00469580211028579
Sabaruddin, S., Mansor, R., Rusmar, I. & Husna, F. (2020). Student with special needs and mathematics learning : A case study of an autistic student. Journal of Research and Advances in Mathematics Education, 5(3): 317–330. doi:10.23917/jramathedu.v5i3.11192
Sari, M. H. (2020). International online journal of primary education. International Online Journal of Primary Education, 9(2): 228–243.
Spooner, F., Saunders, A., Root, J. & Brosh, C. (2017). Promoting access to common core mathematics for students with severe disabilities through mathematical problem solving. Research and Practice for Persons with Severe Disabilities, 42(3): 171–186. doi:10.1177/1540796917697119
Tian, J. & Siegler, R. S. (2017). Fractions learning in children with mathematics difficulties. Journal of Learning Disabilities, 50(6): 614–620. doi:10.1177/0022219416662032
Wilkey, E. D., Pollack, C. & Price, G. R. (2018). Dyscalculia and typical math achievement are associated with individual differences in number-specific executive function. Child Development, 1–24. doi:10.1111/cdev.13194
Yazcayir, G. & Gurgur, H. (2021). Students with special needs in digital classrooms during the COVID- 19 pandemic in Turkey. MODESTUM, 6(1): 1–10.
Yuzie, A., Arshad, M., Halim, L. & Nasri, N. M. (2021). Research article a systematic review : Issues in implementation of integrated STEM education. Turkish Journal of Computer and Mathematics Education, 12(9): 1124–1133.
Published
2021-10-10
How to Cite
Gunasegar, D., Devarajah, A. D. and Rosli, R. (2021) “A Systematic Literature Review of Empirical Evidence on Students with Mathematics Learning Disabilities”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), pp. 505 - 523. doi: 10.47405/mjssh.v6i10.1063.
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