Applying Cognitive-Based Assessment to Determine the Area Measurement Understanding of Students With Mathematics Learning Disabilities

Cognition-based assessment (CBA) was used to investigate how students with mathematics learning disabilities (MLDs) understand the area measurement of a rectangle and how such an understanding relates to their concept definitions. The qualitative case study involved six sixth-grade students with MLD, who responded to interview questions varying according to the visibility of unit squares in a set of figures presented. The researchers employed the levels of sophistication (LoS) conceptual framework to discuss students’ mental processes in understanding area measurement. The findings indicated that students’ LoS in array structuring varied across problem types. Students using more elaborated conceptual definitions demonstrated higher understanding levels of rectangular area measurement. Additionally, Level 2 of the LoS framework (which starts at 0 and ends at 8) was refined by adding sublevels, offering a more nuanced understanding of students’ reasoning. These insights can inform more targeted instructional planning and support for learners with MLD in future research and practice.