Three strategies are discussed below.

Strategy 1. Building Mental Images of Concepts
The idea behind asking students with learning disabilities in math to build mental images of concepts and processes is that the images could assist them associate the appropriate actions necessary for thinking and working with the concepts and processes.

Examples:

1. Ask students with learning disabilities in math to find suitable, personal mental images for the following concepts:

1. Least Common Multiples
2. Polynomials
3. Rationals
4. Radicals

Example: Algebra tiles for polynomials
Unifix cubes for least common multiples

2. Ask students with learning disabilities in math to find suitable mental images for the following processes:

1. Addition and subtraction of signed numbers
2. Multiplication and division of signed numbers

Example: A man or a woman that is walking along a number line

Strategy 2. Using Gestures to Convey a Mental Performance
Some students with learning disabilities in math are successful in using concrete tools to perform some computation but then fail when they are asked to do similar tasks without the tools. What can be done to remedy this problem? Follow the three-step process below.

First, ask them to carry out a process concretely using a manipulative or some concrete device.

Second, ask them to carry out the same process mentally and then to show how it is done using an appropriate gesture.

Third, repeat the second step above continuously until they obtain success in performing a computation mentally.

Example:
In adding two signed integers, students with learning disabilities in math could do the following:

1. First, use a number line to show what 3 + -4 means: They draw a man facing the positive side of the number line. Then the man moves 3 steps forward and then moves back 4 steps. The man ends up standing on the point corresponding to –1.

2. Second, they imagine a number line. Then using their fingers, they explain what
3 + -4 means. Initially, the teacher may need to model this process and students with learning disabilities in math may be asked to think aloud. Eventually, they should be able to count either or with the use of their fingers.

3. Third, they are assigned the task of performing the following computations using only gestures: 5 + -7, 3 + -2, 4 + -6, 7 + -9, etc.
Strategy 3: Using a Keyword with a Referent
Using a keyword pictured with a referent is a very effective mnemonic strategy for enhancing memory of terms or concepts. This strategy requires the use of auditory and visual image cues.

Example: To remember the word “commutativity,” the word “commute” is a good keyword. The keyword is then associated with its referent, say, a picture of two people boarding a bus with a bi-directional arrow showing the order in which they enter is not important. The teacher should provide direct instructions on how to use this strategy properly.