USE OF THE HANDS-ON-EQUATIONS STRATEGY
Use of the Hands-on-Equations® Strategy for Learners in a Residential Treatment Setting
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USE OF THE HANDS-ON-EQUATIONS STRATEGY
Use of the Hands-on-Equations® Strategy for Learners in a Residential Treatment Setting
Research-based learning strategies for learners in residential treatment facilities are
extremely limited. Because of the transient nature of residential facility populations and the
need to address behavioral issues that cognitive processing versus learning disabilities that
interfere with learning, researchers often avoid this setting when considering strategies for
struggling learners. The purpose of this paper is to review the literature regarding mathematics
learning disabilities (MLD) and analyze a potential strategy to ameliorate some of the barriers
learners with MLD face when trying to access the general education mathematics curriculum. A
model lesson plan is also included based upon an eighth-grade population of learners in a
residential treatment facility with significant deficiencies in algebraic reasoning.
Literature Review
While research regarding math strategies for children with MLD lags behind research in
other areas, definitions of MLD continue to evolve. (Mazzocco & Thompson, 2005).
Mazzocco and Thompson (2005) reference low mathematics performance in the areas of
accuracy of answers, use of strategies, or both, to define learners with MLD and they limit the
population to learners in the bottom 10th percentile. Other research suggests higher cut-off
measures (25th-35th percentile). (Chong & Siegel, 2008; Murphy, Mazzocco, Hanich, & Early,
2007). This disparity with respect to cut-off measures is related to researchers’ desires to
include/exclude learners who perform well despite having a MLD or poorly perform in
mathematics for reasons other than a MLD (e.g. attention deficit hyperactivity disorder, poor
instruction or low socio-economic status). (Mazzocco & Thompson, 2005).
Regardless of the cut-off measures used to define poor mathematics achievement, there
is some consensus regarding the characteristics that are common among struggling math
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USE OF THE HANDS-ON-EQUATIONS STRATEGY
learners. For example, Chong and Siegel (2008) characterize learners with MLD as learners
with procedural deficits and fact fluency deficiencies. Allsopp, Kyger and Lovin (2007) link
MLD to a more exhaustive list of characteristics: (a) learned helplessness; (b) passive learning;
(c) memory difficulties; (d) attention difficulties; (e) cognitive and metacognitive thinking
deficits; (f) processing deficits; (g) low level of academic achievement; and (h) math anxiety.
(pp. 46-47). Finally, Murphy, Mazzocco, Hanich and Early (2008) caution that different
approaches to cut-off measures change the characteristics of learners with MLD, visual-spatial
deficiencies, poor reading performance and an inability to maintain information in working
memory may apply to learners with MLD regardless of the chosen cut-off measure.
Learners with MLD often present as unmotivated, difficult students who are several
grade levels behind with respect to core mathematics concepts. Because mathematics involves
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