An Effective Algebra Intervention for Teaching Linear Equations to Middle School Students with Learning Disabilities

This study addresses the algebra achievement gap among students with learning disabilities by evaluating the effectiveness of Level I of the Hands-On Equations CRA balance model in enhancing their ability to solve linear equations compared to their peers. The equations presented included those with the unknown on both sides of the equal sign, such as 4x + 3 = 3x + 9 and 2(2x + 3) = 2x + 12. A seven-lesson intervention incorporating manipulatives and a pictorial representation was implemented in three self-contained learning disability classes and five regular education classes (grades 6-8). Although several LD classes scored significantly lower than the regular classes on the pre-test, the results demonstrated significant gains from the pre-test to the post-test for each class, with the LD classes reaching performance levels comparable to the post-test scores of the non-LD classes. These gains are attributed to the unique design features of the Hands-On Equations Level I manipulatives and the explicit and systematic instruction.