Individuals with SLD tend to have difficulty solving abstract math questions and word problems because they cannot see the relationship between numbers, key math vocabulary, and standards-based instruction. In order to conceptualize their understanding of specific math content and schemas, educators and students must utilize a logical progression that consists of concrete, representational, and abstract strategies. Teaching new skills in sequential order helps create a foundation where students can gather, retain, and retrieve information. A strong foundation will also help students have a base to build their knowledge off of. Moreover, background knowledge will help students build schemas and connections using their experiences.
Apart from lacking certain skills, students with SLD have difficulty with memorization and retrieval. For example, students may not be able to automatically retrieve math facts associated with multiplication and division. This sometimes results in impulsive behaviors such as students rushing, not showing their work, making errors, and guessing answers. The cognitive and metacognitive strategies below will help students understand how to effectively read math problems, plan their problem-solving approach, and monitor their comprehension.