Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts

Mercer, Cecil D.; Miller, Susan P.

doi:10.1177/074193259201300303

Cited by 176Cognitive and developmental aspects of mathematical skillsMathematics Education and PedagogyBehavioral and Psychological Studies

Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts

Mercer, Cecil D., Miller, Susan P.·1992·Remedial and Special Education

DOI 10.1177/074193259201300303

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Abstract

Students with learning problems (i.e., students with learning disabilities or emotional disabilities and those considered at-risk for school failure) are not making acceptable math progress in the nation's schools. Fortunately, instructional practices exist that help these students achieve in math. Ten instructional components that have research support for promoting math achievement are presented. A math curriculum, the Strategic Math Series, which incorporates the research-based teaching practices, is described. Next, the results from field-testing the Strategic Math Series with 22 teachers are presented. The field-test results indicate that 109 students with learning problems were able to (a) acquire computational skills across facts, (b) solve word problems with and without extraneous information, (c) create word problems involving facts, (d) apply a mnemonic strategy to difficult problems, (e) increase their rate of computation, and (f) generalize math skills across examiners, settings, and tasks. Finally, issues in math instruction are discussed, and the need to include best practices within instructional materials is highlighted.

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For mathematical problem solving, children must possess basic mathematical skills and know how and when to apply their knowledge in new and sometimes unfamiliar situations.
“For mathematical problem solving, that is, children must not only possess the basic mathematical skills but also know how and when to apply their knowledge in new and sometimes unfamiliar situations.”
From Mathematics Interventions for Children with Special Educational Needs: A Meta-Analysis (2003) · cites this paper as Mercer & Miller, 1992
Basic math skills play an important role in the development of students' later math skills.
“The domain of basic math skills is large and plays an important role in the development of students' later math skills (Mercer & Miller, 1992; Van Luit & Naglieri, 1999).”
From Mathematics Interventions for Children with Special Educational Needs: A Meta-Analysis (2003) · cites this paper as Mercer & Miller, 1992

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Authors: Mercer, C. D., & Miller, S. P.
Affiliations: University of Florida (US)
University of Nevada, Las Vegas (US)
Venue: Remedial and Special Education
Publisher: SAGE Publications
Published: 1992-05
Volume: 13
Issue: 3
Pages: 19-35
ISSN: 0741-9325 (ISSN-L)
1538-4756
DOI: 10.1177/074193259201300303
OpenAlex: W2169614878
Cited by: 176
References: 75
Citations by year: 2026: 2 · 2025: 3 · 2024: 6 · 2023: 3 · 2022: 9 · 2021: 1 · 2020: 13 · 2019: 8 · 2018: 5 · 2017: 7 · 2016: 5 · 2015: 6 · 2014: 9 · 2013: 7 · 2012: 8
FWCI: 4.01
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Remedial and Special Education (publishedVersion)
Topics: Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords: learning disabilities, emotional disabilities, at-risk students, research-based teaching, computational skills, word problem solving, mnemonic strategies, computational speed, skill generalization

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Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts

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