Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design

Abstract

This qualitative study investigated 17 preservice teachers’ lesson design for teaching multiplication to an average performing student and a student with mathematical learning disabilities (MLD). Findings reveal how preservice teachers differentiate mathematics instruction to meet the needs of students. They modified mathematical strategies by providing diverse multiplicative concepts and fitting the form of representations. They accommodated lesson design by setting their expectations based on individual needs, managing instructional structure and progress, and adjusting the cognitive demand of tasks. Some formative assessment skills demonstrated how they understood students’ mathematical thinking and responded to it. The needs for further attention and support in lesson differentiation, including content-oriented alternation for equitable responsive teaching and moving away from short-term solutions to sustainable support, were discussed.