ABSTRACT
This chapter reviews the practices set forth over the previous chapters of this book through the lens of a virtual learning space. We refer to virtual learning spaces as intervention programs that are delivered in synchronous or asynchronous delivery modes (or both) with learners with math difficulties and disabilities. We summarize the previous chapters’ content, provide readily applicable ways that teachers can implement the ideas in each chapter to virtual instruction, provide further suggestions and considerations that may be warranted in virtual learning spaces, and present sample work. In doing so, we aim to show that, although the educational landscape has been forever changed, it has opened a new door that allows engagement and collection of learner thinking in ways that previously may have been left untapped.
