Mathematic Mnemonic

Intervention

ALICIA MARCHINI
EDPS 658

Introduction
Math learning problems refer to symptoms that

impede on learning math content in one or more of

the following three areas:
(1) Computational skills
(2) Computational fluency
(3) Mathematics applications and reasoning

(Rathvon, 2008, p. 228-229)

Introduction
Dyscalculia: a specific neurological-disorder that

affects ones ability to understand and/or manipulate

numbers
Acalculia: the trouble with
computation that develops
in association with
impairment in both the
ability to read and write
numbers

usually found in children with head injuries or other

neurological insults

(Miller, 2013, p. 462)

Introduction
Mathematic learning difficulties

are found in about 6% of children

(Gutkin & Reynolds, 2009, p. 547)
and are particularly problematic
because math curriculum is
sequential in nature (Rathvon, 2008, p. 228-229)
Researchers have focused much less on math
interventions in the past, in comparison to reading
interventions (Rathvon, 2008, p. 228-229)

Introduction
Executive Memory Dysfunction: involves frontal-

striatal dysfunction; deficits in fact retrieval and have

difficulty using strategies and procedures; however,
they are strong in numerical operations and math
reasoning (Miller, 2013, p. 464)
Suitable Intervention: Math Mnemonics!

What is a Math Mnemonic?

There are two types of mnemonics:
(1) Fact mnemonics that can be used

help students recall facts

(2) Process mnemonics, which can
help students remember steps,
processes, or rules
(Manalo et al., 2000)

to

Evidence to Support Mnemonic Strategy

Test & Ellis (2005): LAP

Look at the denominator and sign

Ask yourself the question, Will the smallest denominator
divide into the largest denominator an even number of times?
Pick your fraction type

Results: all students, except for one with Intellectual

Disability mastered the mnemonic strategy and

performance, and maintained 80% or more for up to
six weeks after intervention

Evidence to Support Mnemonic Strategy

Manalo, Bunnell, and Stillman (2000): 29 eighth-grade

students with learning disabilities learned process

mnemonics for adding, subtracting, multiplying, and
dividing numbers with and without decimals
Results: The students who received process mnemonic
instruction showed better performance than those who
those who had study skill instruction and those who did
not receive instruction
They also had a higher mean performance for six weeks
after intervention was terminated than the students with
LDs who had the teacher model the process.

Evidence to Support Mnemonic Strategy

Montague, Enders, and Dietz (2011): students who

received word-problem mnemonic instruction

showed greater growth in mathematical problem
solving, in comparison to those who received typical
classroom instruction

Evidence to Support Mnemonic Strategy

Mnemonic strategies, paired with graduated

instructional sequence, is highly effective and can be

generalized to assist the student with a math LD in
solving similar questions.
The graduated instructional sequence involves:
(1) concrete instruction
(2) semi-concrete or representational instruction
(3) abstract instruction

Evidence to Support Mnemonic Strategy

Maccini & Ruhl (2000) used the first-letter mnemonic, STAR

Search the word problem

Translate the problem
Answer the problem
Review the solution
Results: a gradual increase in accurate problem representation
and solution as the students moved from the baseline to each of
the sequential stages; students performed better on generalization
tasks that were similar to the tasks targeted in the intervention
Maccini & Hughes (2000): STAR strategy improved the students
ability to generalize skills from the intervention to similar tasks,
but were less successful at transferring skills and completing more
complex problem-solving tasks

Pegword Mnemonic with Picture Fading Technique

Evidence to Support Mnemonic Strategy

Zisimopoulos (2010): two elementary students with moderate

intellectual disabilities used pegwords, paired with picture fading,

to help them recall multiplication facts between 2 and 9

both students improved greatly, as they went from 0% correct at the baseline
to greater than 90% correct
In generalization sessions, both students were able to generalize their
knowledge of multiplication facts

Irish (2002): examined the effectiveness of a multimedia software

program (Memory Math) in teaching students with LDs to learn

peg- and keyword strategies to help them with basic
multiplication

increased accuracy on tasks that required the retrieval of basic multiplication

facts, as five of six students improvement on electronic probes, but all six
students improved on paper and pencil probes
a viable way to conduct the intervention of math mnemonics for students with
LDs, though further research is needed to corroborate results

Hypothetical Implementation of Intervention

A word-problem mnemonic that may be valuable for

a student is RIDE
Read the problem
Identify the relevant information
Determine the operation and unit for the answer
Enter the correct numbers and calculate, then check
the answer (Powell & Hughes, n.d.)
Materials: a visual representation of the mnemonic,
a performance-tracking log, and practice questions
related to the curriculum

Hypothetical Implementation of Intervention

Hypothetical Implementation of Intervention

To ensure treatment integrity:
Ensure that the resource teacher understands the mnemonic
device
Meet with the student once per week for half an hour to perform
intervention
Reschedule the session for a different time during the week if the
student is not feeling well or appears to be distracted/distraught
Ensure that new practice questions are used each time
Document performance on the tracking log during or immediately
after the intervention session to ensure the accuracy of the rating
Graph progress on a line graph to determine whether he is getting
closer to his goal performance or, perhaps, decide to adjust the
intervention plan

Strengths and Challenges of the Intervention

Implications and Conclusions

(1) Effective teaching practices, such as modeling,
guided practice, and feedback, will help students in
general acquire math skills and generalize the math
concepts.
(2) Math mnemonics help students (particularly those
with LDs) recall facts or remember steps, processes, or
rules of mathematics.
(3) A graduated instruction sequence will assist
students, particularly those with LDs, in advancing from
concrete levels to abstract levels of math understanding.

References
Gutkin, T. R., & Reynolds, C. R. (2009). The Handbook of School Psychology (4th ed.).
Hoboken, NJ: John Wiley & Sons, Inc.
Irish, C. (2002). Using Peg- and Keyword Mnemonics and Computer-Assisted
Instruction to Enhance Basic Multiplication Performance in Elementary Students with
Learning and Cognitive Disabilities. Journal of Special Education Technology, 17(4), 29-40.
Retrieved from http://
web.a.ebscohost.com.ezproxy.lib.ucalgary.ca/ehost/pdfviewer/pdfviewer? sid=031ea0f8-c2894a2f-b2ea-0177e39528a6%40sessionmgr4003& vid=5&hid=4201
Maccini, P., & Hughes, C. A. (2000). Effects of a Problem Solving Strategy on the
Introductory
Algebra Performance of Secondary Students with Learning Disabilities. Learning Disabilities
Research & Practice, 15(1), 10-21.
Maccini, P., & Ruhl, K. L. (2000). Effects of Graduated Instructional Sequence on the Algebraic
Subtraction of Integers by Secondary Students with Disabilities.
Education and Treatment of
Children, 23(4), 465-489.

References
Manalo, E., Bunnell, J. K., & Stillman, J. A. (2000). The Use of Process Mnemonics in
Teaching Students with Mathematics Learning Disabilities. Learning Disability
Quarterly, 23(2), 137-156. Retrieved from http:// web.b.ebscohost.com.ezproxy.li
b.ucalgary.ca/ehost/detail?
sid=08e98331-351b-457f-b991-28436487d52f
%40sessionmgr111&vid=8&hid=112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d
%3d#db=eric&AN=EJ608063
Miller, D. C. (2013). Essentials of School Neuropsychological Assessment (3rd ed.).
Hoboken, NJ: John Wiley &
Sons, Inc.
Montague, M., Enders, C., & Dietz, S. (2011). Effects of Cognitive Strategy Instruction
on Math Problem Solving of
Middle School Students with Learning
Disabilities. Learning Disability Quarterly, 34(4), 262-272. doi:
10.1177/0731948711421762
Powell, S. R., & Hughes, E. M. (n.d.). Intervention Name: Word-Problem
Mnemonics. Columbia, MO: University of Missouri. Retrieved from
http://ebi.missouri.edu/wp-content/uploads/2014/02/EBI-Brief- TemplateWord-Problem-Mnemonics.pdf

References
Rathvon, N. (2008). Effective School Interventions (2nd ed.): Evidence-Based
Strategies for Improving Student Outcomes. New York, NY: The Guilford Press.
Test, D. W., & Ellis, M. F. (2005). The Effects of LAP Fractions on Addition and
Subtraction of Fractions with Students with Mild Disabilities. Education and
Treatment of Children, 28(1), 11-24. Retrieved from http://
content.ebscohost.com.ezproxy.lib.ucalgary.ca/pdf9/pdf/2005/EDM
01Feb05/16636657.pdfT=P&P=AN&K=16636657&S=R&D=pbh&E
bscoContent=dGJyMNXb4kSep7c4y9fwOLCmr0yep7RSr6e4SrKWxW
XS&ContentCustomer=dGJyMPGut0%2BzrrFIuePfgeyx44Dt6fIA
Zisimopoulos, D. A. (2010). Enhancing Multiplication Performance in Students with
Moderate Intellectual Disabilities Using Pegword Mnemonics Paired with a
Picture Fading Technique. Journal of Behavioural Education, 19(2), 117-133.
Retrieved from http://dx.doi.org.ezproxy.lib.ucalgary.ca/10.1007/ s10864-010-9104-7