Teaching Whole Number Addition and Subtraction to Students With Learning Disabilities

Abstract

Students with learning disabilities in mathematics often struggle with the underlying concepts of multidigit addition and subtraction. To help students build a conceptual understanding of these computations, teachers can utilize evidence-based practices such as the concrete–semi-concrete–abstract framework and the use of multiple visual representations. This column presents five key strategies that incorporate evidence-based practices and teach whole number operations that rely on place value understanding.