At their grade level, they are expected to memorize basic math facts. However, it seems they cannot recall such basic information and have to rely on finger counting or touch math. In order to help them, I had to research on available strategies to implement on them during extra sessions outside class hours so their academic daily routine will not be disrupted.
This action research paper attempts to help students with learning disabilities in math using the program, Mastering Math Facts (Otter Creek Institute, 2003), a math drill program aimed at improving recall of basic math operational facts. To state the problem simply,
This study was conducted with five students from three different fourth grade classrooms who each have been diagnosed with learning disabilities in Math. Due to time constraints since the study was done towards the end of the schoolyear, and the students’ difficulty to move on to the next levels because of their learning disability, the expected completion of the program was not met. Also, all of the data was collected in the resource classroom when the students were pulled out of their regular classes. Implementing this program in the regular classroom by the classroom teacher to all students might improve reliability.
Although the first trials have been promising, leading one to accept that the program, Mastering Math Facts, is an effective strategy to improve math skills in basic math operations, results are not generalizable to the population of students with learning disabilities.
This action research study is an ambitious attempt to help students in need. Having learning disabilities in math is an impediment for students who need to go through the tedious and progressive math program throughout their school lives. For regular students, math concepts can only go more complicated as they master basic concepts and skills. How much more for students with learning