The researchers examined teachers' abilities to understand math-problem-solving strategies of secondary school-aged pupils with learning disabilities by observing how long it took the educators to classify math-strategy errors made by students. Some teachers were instructed through an exercise to anticipate common misconceptions that lead some pupils with a math learning disability onto the wrong path. Those teachers subsequently classified problem strategies faster. Students whose solutions the teachers successfully anticipate had an enhanced success rate during their next exam and the one given 15 weeks later.
