This research examines the relationships between mathematics intervention for basic facts automaticity in the upper middle grades, corrective peer feedback as a component of remediation, and mathematics academic self-concept. The goal of basic facts intervention is to aid students in achieving automatic recall of single-digit addition, subtraction, multiplication, and division facts. For students with learning disabilities, automatic recall is theorized as being particularly important because it frees up working memory to engage with more complex mathematics. Furthermore, this research is situated in Baroody's (2009) stance, that passive storage results in outcomes of relatively inflexible knowledge that students may not be able to generalize and may decay more rapidly. Using phenomenological design, I sought to illuminate the lived experiences of students who learn differently as they participated in a basic multiplication facts intervention in relation to academic self-concept and peer corrective feedback interventions. The study is conceptualized so as to take advantage of both qualitative analysis of the student lived experience, with a smaller sample (n=20), as well as quantitative analysis. The quantitative component of this research, conceptualized as a true randomized experiment, attempts to understand the effects of the classroom delivery model of the basic facts intervention and corresponding changes in mathematics academic self-concept. I found that, for the intervention investigated, pre- and posttest scores were more highly correlated than rate of completion of the intervention and posttest scores. In terms of the intervention itself, there was no statistically significant effect for the treatment group, in fact, comparing the treatment and control group means, the control group had a larger raw score gain in digits correct per minute. The emotional tone used between student pairs as part of the intervention was analyzed finding that affirming emotional tones were significantly correlated with student mathematics academic self-concept posttest scores. Finally, I found that within each peer pairing, one student had a raw score gain in mathematics academic self-concept while the other had a loss and simultaneously made more errors in practice and received more negatively emotionally toned feedback, thus supporting Bandura's (1986) reciprocal effect model of self-concept development. The close examination of social-emotional outcomes worked to expose the injustices of the intervention for students with dis/ability. I argue that intervention techniques should be designed to support the whole student academic experience rather than just a targeted academic outcome that may overlook important social-emotional elements. Evidence indicating the range of outcomes, particularly with regard to mathematics academic self-concept, may work to shift the focus of intervention to a more equitable and balanced approach taking the whole student into consideration. This research seeks to make a critical contribution to the scholarly understanding of mathematics learning disabilities and how educators might begin to affect a change in pedagogy and curriculum that may be framed within a constructivist, asset perspective so as to provide students the opportunity to achieve the levels of mathematics mastery required for life-long success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]