Teaching Algebra to Students with Learning Disabilities

By Marcee M. Steele and John W. Steele

This article deals with teaching algebra to students with learning disabilities. Many
of the characteristics associated with learning disabilities- such as visual, auditory, and
motor-processing problems; memory deficits; weak language and abstract-reasoning
skills- have a direct impact on solving algebra problems.
The research literature on teaching students algebra with learning disabilities
supports a strong teacher-directed approach. The teacher-centered approach was
found to be more effective than student-centered or discovery approaches. Teaching
algebra by giving many examples, guided practice, and corrective feedback to the
guided practice was strongly recommended.
In teaching math to students with learning disabilities, self-questioning and selfmonitoring strategies are often helpful. Each step of a problem should be checked on
a worksheet to be sure that nothing is omitted. One way to self-monitor progress is
for the students to make a summary chart or checklist of the steps and then check off
the steps while they work through a problem. Using prompts reminds students of
questions that need to be answered, helps them correct errors, and reinforce success.
This self-monitoring should be used while the student works the problem rather than
waiting until students may have made many mistakes that corrections are confusing
and frustrating.
The cognitive assault strategy combines multisensory instruction with a cognitive
approach. Important steps in this strategy include guidance with prompts as needed,
rehearsing steps or procedures in writing and orally, helping students stay actively
involved in instruction, providing models and then helping students create their own
models. Research suggests that this verbalization of active learning helps students
learn and understand the concepts involved.
Using concrete and manipulative material is also recommended for teaching
algebra to students with learning disabilities. Research supports the sequence of using
manipulatives, then pictures, and then moving to more abstract levels of instruction.
The use of mnemonic devices is also recommended since memory is often a
problem for students with learning disabilities. Mnemonics are useful for memorizing
rules, steps, and procedures.
In conclusion, the use of effective strategies in teaching algebra to students with
learning disabilities promotes confidence and competence in working problems.
These strategies can help students develop positive attitudes, lead to more accurate
calculations and help prevent frustration.
Mathematics Teacher, Volume 96, Number 9; December, 2003; pp.622-624.