ABSTRACT
This chapter is based on the idea that the development of number processing is built on multiple neurocognitive components and that impairment in any of these can compromise this learning (Fias, Menon & Szucs, 2013). Accordingly, heterogeneity of math learning disability is expected (Andersson & Östergren, 2012).
According to the meta-analysis conducted by Gersten et al. (2009) seven remediation strategies emerge as the most efficient for students with learning difficulties in math: (1) explicit instructional, (2) visual representation, (3) student verbalization, (4) use multiple instructional examples, (5) use of heuristic/multiple strategies, (6) providing on-going feedback, (7) peer-assisted mathematics instruction.
We describe different instructional strategies and guide the reader to decide which one is the best suited according to each of the different students’ profiles.
