Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1. These trainings will prepare tutors to address the challenges that students with learning disabilities often face—especially challenges related to working memory and processing—and to build on students’ strengths as they engage with Algebra 1.
- DeJarnette, A. F., Marita, S., & Hord, C. (in press). Interpretations of slope through written and verbal interactions between a student and her tutors in Algebra 1. REDIMAT-Journal of Research in Mathematics Education.*
- Hord, C., Marita, S., Ayaz, S., Tomaro, T., Gordon, K., Tunningley, J., & Haskins, S. (2018). Diverse needs of students with learning disabilities: A case study of tutoring two students in algebra. Journal of Research in Special Educational Needs, 18, 25–35.*
- Hord, C., Marita, S., Walsh, J. B., Tomaro, T. M., Gordon, K., & Saldanha, R. L. (2016). Teacher and student use of gesture and access to secondary mathematics for students with learning disabilities: An exploratory study. Learning Disabilities: A Contemporary Journal, 14, 189–206.*