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How can you use cognitive learning theory to teach math to students with learning disabilities?

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Math is a challenging subject for many students, especially those with learning disabilities (LDs) that affect their memory, attention, reasoning, or processing skills. However, math can also be a rewarding and empowering skill that can help students achieve their academic and personal goals. How can you use cognitive learning theory to teach math to students with LDs? Cognitive learning theory is a framework that explains how people acquire, store, and use information. It emphasizes the role of mental processes, such as thinking, problem-solving, and metacognition, in learning. In this article, you will learn how to apply some key principles of cognitive learning theory to design and deliver effective math instruction for students with LDs.

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Dr.Hani Hamed Ezeldin ?

Training Consultant & Mentor
Emily Hollis MBE MUniv FCCT

Headteacher | Consultant | Director | Safeguarding and SEND Specialist | Qualified Coach | Education and Charity Sectors

1 Assess prior knowledge

One of the first steps in cognitive learning is to activate and assess the prior knowledge of your students. Prior knowledge is the information and skills that students already have before learning new content. It can help them make connections, build on existing concepts, and fill in gaps. However, it can also interfere with learning if it is inaccurate, incomplete, or irrelevant. Therefore, you need to assess your students' prior knowledge of math topics and identify their strengths and weaknesses. You can use various methods, such as pre-tests, quizzes, surveys, interviews, or portfolios, to gauge your students' prior knowledge. Based on the results, you can tailor your instruction to meet their needs and interests.

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Mridul Goswami

Educational Leadership| Academic Training| Education Product Strategist| AI | Educational Assessments | General Management
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This is a very first step to know about the learning needs. There are national curriculum prepared but as no 'one size fits all' can be used here, customising the curriculum is a key step here.

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Dr.Hani Hamed Ezeldin ?

Training Consultant & Mentor
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Engage multiple senses during math instruction to enhance learning and retention. Incorporate activities that involve tactile, auditory, and visual modalities. For example, students can use manipulatives while listening to explanations or engage in hands-on activities that allow them to physically interact with mathematical concepts.

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2 Scaffold instruction

Another important principle of cognitive learning is to scaffold instruction. Scaffolding is the process of providing temporary support and guidance to help students learn new skills or concepts. It can help students with LDs overcome their cognitive challenges and achieve higher levels of understanding and performance. Scaffolding can take various forms, such as modeling, feedback, hints, prompts, or examples. The key is to adjust the level and type of scaffolding according to the students' progress and readiness. You can use scaffolding to introduce new math concepts, demonstrate procedures, explain strategies, monitor comprehension, and facilitate practice.

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Dr. Manjit Legha

LinkedIn Top Education Leadership & Leadership Development Voice| Education Management & Leadership | Consultant professional practice Edtech| Training & Soft Skills| Versatile author| school governance
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Build on relatable examples. This works well for students with LD. Help then recall previously learnt concepts through simple techniques like mnemonics, acronyms, simple rhymes. Even Inter disciplinary learning helps. Eg , make rote learning if tables, fun with rhymes Glue for a quick fix 8 8's are 56. Butter in a bun 9 9's are 81.

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Dr.Hani Hamed Ezeldin ?

Training Consultant & Mentor
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Leverage educational technology tools, such as math software, apps, or interactive online resources, to provide additional support and practice opportunities. These tools can provide immediate feedback, adaptive instruction, and personalized learning experiences tailored to individual students' needs.

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Adam Meyersieck

Day Job: I develop collaboration & wellness in school systems—bridging leadership, mental health, & nursing teams. Business: I create books, resources, and content to help schools & families thrive ?? ???????? Citizen
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Create a Supportive Learning Environment: Foster a supportive and inclusive learning environment where students feel safe to take risks, ask questions, and seek help when needed. Provide encouragement, praise effort, and celebrate progress and achievements.

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3 Encourage active learning

A third principle of cognitive learning is to encourage active learning. Active learning is the process of engaging students in meaningful and interactive activities that require them to think, apply, and reflect on their learning. It can help students with LDs deepen their understanding of math concepts, improve their retention and recall of information, and develop their critical thinking and problem-solving skills. Active learning can involve various strategies, such as inquiry, discovery, exploration, manipulation, collaboration, or discussion. You can use active learning to create math tasks that challenge your students to explore, investigate, and solve real-world problems.

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Dr.Hani Hamed Ezeldin ?

Training Consultant & Mentor
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Teach students metacognitive strategies to promote their awareness and control of their own learning processes. Encourage them to reflect on their thinking, monitor their understanding, and apply problem-solving strategies. For example, students can verbalize their thought processes, use graphic organizers to plan their approach to a problem, or engage in self-assessment activities.

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4 Teach metacognitive skills

A fourth principle of cognitive learning is to teach metacognitive skills. Metacognition is the ability to monitor and regulate one's own thinking and learning. It can help students with LDs become more aware of their strengths and weaknesses, set goals, plan strategies, monitor progress, evaluate outcomes, and adjust their actions accordingly. Metacognition can enhance students' math performance, confidence, and motivation. Metacognitive skills can be taught explicitly, implicitly, or through modeling. You can use metacognitive skills to help your students plan, execute, and review their math work.

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Emily Hollis MBE MUniv FCCT

Headteacher | Consultant | Director | Safeguarding and SEND Specialist | Qualified Coach | Education and Charity Sectors
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Metacognitive skills are incredibly important. It is the ability to regulate your own thinking and learning. You can identify strengths and areas for development, set goals and targets, and clearly monitor progress.

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Fatih Hano?lu

??Uygulamal? Dil Bilim ??N?robilim ??Profil ve Davran?? Analizi
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Metacognitive strategies can greatly enhance learning for all students in all subject areas. But by focusing on activating prior knowledge, introducing new knowledge and skills, modelling the application of knowledge and skills, and providing ample opportunity for independent practice and reflection. While the rest how can you support students to identify their own learning goals.

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5 Use multiple representations

A fifth principle of cognitive learning is to use multiple representations. Multiple representations are the use of different formats, modes, or tools to represent math concepts or problems. They can help students with LDs access, comprehend, and communicate math ideas more effectively. Multiple representations can include verbal, visual, symbolic, or physical representations, such as words, diagrams, graphs, equations, or manipulatives. You can use multiple representations to introduce, explain, or compare math concepts, or to provide different ways of solving math problems.

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Mridul Goswami

Educational Leadership| Academic Training| Education Product Strategist| AI | Educational Assessments | General Management
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Visual learning aid helps in retention and hence it becomes important to include infographics, flashcards, etc. in the learning aid to make an overall impact. This is true for all learners and not especially for ones with some learning disabilities.

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6 Foster self-regulation

A sixth principle of cognitive learning is to foster self-regulation. Self-regulation is the ability to control one's own behavior, emotions, and motivation in relation to learning goals. It can help students with LDs overcome their affective and motivational challenges and enhance their math engagement and achievement. Self-regulation can be influenced by various factors, such as beliefs, values, expectations, attitudes, or emotions. You can foster self-regulation by creating a supportive and positive learning environment, providing clear and realistic goals, offering choices and autonomy, acknowledging effort and progress, and promoting a growth mindset.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How can you use cognitive learning theory to teach math to students with learning disabilities?

1

2

3

4

5

6

7

1 Assess prior knowledge

2 Scaffold instruction

3 Encourage active learning

4 Teach metacognitive skills

5 Use multiple representations

6 Foster self-regulation

7 Here’s what else to consider

Educational Leadership

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How can you use cognitive learning theory to teach math to students with learning disabilities?

1

2

3

4

5

6

7

1 Assess prior knowledge

2 Scaffold instruction

3 Encourage active learning

4 Teach metacognitive skills

5 Use multiple representations

6 Foster self-regulation

7 Here’s what else to consider

Educational Leadership

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