Mathematic Performance And Learning Disabilities

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Mathematic Performance and Learning Disabilities

Mathematic Performance and Learning Disabilities


Many students with learning disabilities have academic skills deficits in mathematics. These academic skill deficits can resulting students having learning problems in areas that require them to use these skills to learn new material and/or master related skills (Montague, 2007). Thus, students with learning disabilities often experience difficulty mastering objectives in content classes such as mathematics.

Purpose of the study

The purpose of the current study will to replicate and extend research on cover, copy, and compare (CCC) by empirically validating the procedure student used for studying mathematics. Specifically, a multiple baseline design will be use to determine if cover, copy, and compare could be used to enhance accuracy in identifying parts of the human heart in students with Mathematic learning disabilities.

Research question

What are contributing factors that indicates students with learning disabilities have academic skills deficits in mathematics?

What are strategies that can be implemented to enhance mathematics skills of student who have learning disabilities?


In recent years, the research literature on Mathematics Disabilities has shown relative growth. The characteristics of children with Mathematics Disabilities have thus been investigated from different perspectives. The purpose of this paper was to review one aspect of this growing literature: the performance of children with Mathematics Disabilities on arithmetic facts and word problems.

Research Method


Demographics & Population Size

Participants will be the three high school students with Mathematic Performance and Learning Disabilities (Jim, Mary, and Matt) attending school in the southern United States. Although researchers will access to students' psycho-educational records, the students' special education teacher reported that all three students had specific learning disabilities in Mathematic (Alreck and Settle, 2004). After researchers described the intervention to the teacher, the teacher selected or nominated Mathematics disabilities students for participation in the current study (Borg & Gall, 1989). Nominations will be base on the student having the prerequisite skills (e.g., writing) to complete the procedure (Cawly & Parmar, 1997).

Sampling Strategy

Random Sample

All procedures took place in a special education classroom during the class period when they received mathematics instruction (Borg & Gall, 1989). This class met once a day, every other day after lunch. Students with Mathematic Performance and Learning Disabilities completed their work at their assigned desks. During this class period, there will one special education teacher assigned to six students with Mathematic learning disabilities or mild mental retardation (Carran et al, 1993). Consent and assent will be obtained for three of the six students to participate in the study. Those students not participating completed independent seatwork during the study.


For the current study, researchers prepared and photocopied two basic worksheets, each containing the same black and white diagram of the human heart. On CCC stimulus sheets, 15 lines will be draw pointing to 15 different parts of the heart (e.g., left aorta) (Alreck and Settle, 2004).


A multiple baseline design across tasks will be used to evaluate the effects of the CCC procedure on student ...
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