Atypical Algebraic Understandings: A Case Study of a Mathematical Learning Disability

• In Event: 63.071 - Opportunities to Learn Secondary and Postsecondary Mathematics: Micro and Macro Analyses of Equity

Abstract

Algebra is a gatekeeper. For the 6% of students with mathematical learning disabilities (MLDs), an inability to pass algebra may significantly limit academic and career opportunities. Unfortunately, prior research on MLDs has focused almost exclusively on elementary-aged students’ deficits in speed and accuracy in arithmetic calculation. This case study expands our understanding of MLDs by documenting differences – rather than deficits – during 20 hour long videotaped problem-solving sessions with one college student with an MLD. A detailed case study revealed that she had atypical understandings of common algebraic notation, which led to persistent difficulties. These findings have implications for diagnostic and instructional approaches and this case illustrates the utility of conceptualizing MLDs in terms of differences rather than deficits.

Authors

• Katherine Lewis, University of Washington - Seattle

• Gwen Sweeney, Seattle Central Community College

• Rebecca Adler, Temple University

• Grace Thompson, University of Washington