A student with a specific learning disability in mathematics who shows avoidance should be guided by which strategy to improve engagement during math tasks?

• A. Always assigning easier tasks for the student.
• B. Relying solely on teacher-led lectures without student choice.
• C. Alternating between more challenging math tasks and preferred activities that can be accomplished independently.
• D. Isolating the student from peers during math activities.

Answer: (C)

Engagement for a student with a mathematics-specific learning disability who shows avoidance improves when tasks are designed to balance challenge with autonomy. Alternating between more challenging math tasks and preferred activities that can be completed independently provides a rhythm that keeps attention and motivation active. The challenging tasks push thinking and growth, but the student also gets to experience success through independent, doable activities. This combination helps reduce anxiety and avoidance because the student feels capable and in control, with clear, attainable goals and frequent opportunities to experience mastery.

Having a mix of tasks also supports the gradual release of responsibility: the student sustains focus through a manageable sequence, moving from effortful problem-solving to independent work with confidence. The preferred activities act as meaningful rewards that are directly accessible, not distractions, and they help bridge transitions between harder work and independent completion.

In contrast, always assigning easier tasks can under-challenge the student and fail to promote growth or engagement; relying solely on teacher-led lectures leaves little opportunity for choice or self-directed effort; isolating the student from peers can heighten anxiety and reduce motivation. The balanced approach best supports sustained engagement and progress.