Multisensory Instruction for Building Numeral Representations in Grade 1 Learners with Mathematics Learning Difficulties: A Theoretical Review and Pedagogical Framework

A MULTI-SENSORY APPROACH TO DEVELOPING NUMBER CONCEPTS FOR FIRST-GRADE STUDENTS WITH MATHEMATICS LEARNING DIFFICULTIES: THEORETICAL RATIONALE AND PEDAGOGICAL FRAMEWORK

Abstract

In the context of ongoing general-education reforms oriented toward competency development and equitable learning opportunities for all students, supporting first-grade students who struggle with mathematics is an urgent priority. A prevalent barrier for this group is difficulty in forming number-symbol representations, stemming from limitations in perception, memory, and sensory integration. In response, this article synthesizes key theoretical foundations of the multisensory approach to instruction and proposes directions for applying this approach to the formation of number-symbol representations among first-grade students with mathematics difficulties. The multisensory approach emphasizes the concurrent engagement of visual, auditory, tactile, and kinesthetic modalities, enabling students to internalize mathematical concepts in a more natural, concrete, and enduring manner. The study aims to provide a scientific and practical basis for renewing mathematics instruction in ways that cultivate learners’ competencies.