Beruflich Dokumente
Kultur Dokumente
MIAA 340
Article 1 (K-3)
Zhang, D., Xin, Y.P., Harris, K., & Ding, Y. (2014), Improving Multiplication Strategic,
Development in Children With Math Difficulties. Learning Disability Quarterly,
39(1),, 15-30.
I choose this article because it spoke to the issues we at the middle school
level face year after year. With the inclusion of students from our Special Day
Classes (SDC), we face an ever so challenging time because much or our curriculum
is dependent on multiplication fluency. I must add, it is not just SDC students who
reach our classes ill prepared, this also includes general education students. It is
difficult to progress forward to complex problem solving tasks when students are
having a difficult time because they have not mastered nor developed sufficient
multiplication problem solving skills and therefore, do not understanding what is
required of them which results in "failure" in the classroom.
This article not only addressed the issues of students with math difficulties,
but offered up solutions as well. Usually by third grade students are beginning to
develop the concepts of multiplication and division and by fifth grade students are
supposed to have mastered multiplicative reasoning skills. However, there are
clusters of students who fail to reach the mastery level because they have
mathematics difficulties. They have not developed efficient strategies to help them
each those levels. Typically, they will continue relying on low level strategies such
as: unitary counting, skip counting, and/or repeated addition rather than direct
retrieval of math facts.
BJ Hemphill
MIAA 340
Article 2 (K-3)
Burns, M.K., Kanive, R., & DeGrande, M. (2010). Effect of a computer-delivered math
fact intervention as a supplemental intervention for math in third and fourth
grades. Remedial and Special Education
This article has address a question that I have been asking myself for the
past couple of years. Can a computer based software program increase students
multiplication problem solving skills and reasoning skills? The reason why I asked
myself this question, is because we have implemented ST Math in Stockton Unified it really is mandatory for all classes and it's basically an intervention program aimed
at helping students master multiplication fluency and processing skills.
According to this article, results indicate that students who participate in a
computer based intervention program had significantly larger gain in their math
scores as opposed to those in the control group, who did not participate in the
study. And fewer of these students remained at risk for future math failure.
As students progress through their grade levels they generally develop a
sense of self assuredness when it comes to mathematics. They have acquired math
proficiency through conceptual understanding, procedural fluency, ability to
formulate and mentally represent problems, have the developed the ability to
reason through math problems, and can successfully apply math to daily activities.
However, there will always be students who continue to struggle with math in some
fashion or another.
These programs required that students take an diagnostic assessment at the
beginning when they first log into the system, students are then "prescribed" a