Conceptual Understanding in Mathematics: Focusing on Students with Learning Disabilities or Difficulties
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 15 August 2025 | Viewed by 1473
Special Issue Editor
Special Issue Information
Dear Colleagues,
Early school mathematics is the foundation for the future success of advanced mathematics and other gatekeeper courses in secondary settings, leading to various educational and occupational opportunities. However, about 86% of students with disabilities performed below the proficiency level in the 4th grade, and 94% performed below proficiency at the 8th grade level (NAEP, 2023). How do we help at-risk students early on so they are not further falling behind?
In this Special Issue, we invite researchers and practitioners to report empirical studies that examine the effect of innovative intervention/instructional strategies or programs that (a) address students’ conceptual understanding in learning mathematics, (b) teach mathematical big ideas to promote generalization, (c) explore the impact of problem posing on advancing students’ mathematical problem-solving abilities/skills, (d) take advantages of AI technology to analyze students learning process providing diagnostic information that can guide instructional decision making and planning.
In sum, this Special Issue will collect cutting-edge knowledge in examining the effect of mathematics intervention programs in real education settings and the use of AI in education assessment and/or intervention pertinent to mathematics learning of K-12 students with learning disabilities or difficulties in mathematics (LDM). Possible topics include but are not limited to:
- Empirical research to evaluate the effect of innovative intervention strategies or programs for teaching mathematics to students with LDM in real classrooms or school settings.
- Empirical research to evaluate the impact of intervention/programs to promote the implementation of evidence-based practice in real classroom settings.
- Empirical research or literature synthesis pertinent to the use of AI in analyses of mathematical learning process providing diagnostic information to facilitate instructional planning and decision makings.
Prof. Dr. Yan Ping Xin
Guest Editor
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Keywords
- mathematics
- problem solving
- problem posing
- conceptual understanding
- artificial intelligence
- learning disabilities
- at risk
- K-12 students
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