Various research studies have confirmed that students with learning disabilities in math are not strong in the area of thinking about ways to solve a problem compared with their unlabeled counterparts. For example, when an unlabeled student solves an algebra problem involving age or mixture, he or she either draws pictures or sets up a table. With students with learning disabilities in math, they have difficulty developing such schemes (i.e., patterns of action).
What are some ways in which you can assist students with learning disabilities in math develop those schemes?