Reconceptualizing Mathematical Learning Disabilities: A Diagnostic Case Study

Abstract

Mathematical learning disabilities (MLDs) research aims to define, diagnose, and remediate the cognitive impairments that characterize MLDs. Unfortunately little progress has been made towards these goals, because of unresolved methodological issues involved in distinguishing general low math achievement from low math achievement due to MLDs. To address these methodological issues, I conducted a small-scale exploratory study of MLD, which relied on several data sources to ensure that a student's low achievement was due to persistent and debilitating difficulties with mathematics that cannot be attributed to non- cognitive sources. I conducted four weekly video-taped one-on-one tutoring sessions with students focused on the topic of fractions. In this paper I present a case study of one student with MLD. Analysis indicated that the student understood mathematical representations of fractional quantity in atypical ways and this alternative understanding was problematic for the development of more advanced fraction concepts.