0 Bewertungen0% fanden dieses Dokument nützlich (0 Abstimmungen)
16 Ansichten7 Seiten
An estimated 4. Percent to 6. Percent of school age students actually have a "mathematics disability" to be "literate" in mathematics requires learning a variety of mathematical process and how to apply them. The National Council of Teachers of Mathematics (NCTM) has identified standards in ten areas of mathematics that should be addressed across mathematics curricula.
An estimated 4. Percent to 6. Percent of school age students actually have a "mathematics disability" to be "literate" in mathematics requires learning a variety of mathematical process and how to apply them. The National Council of Teachers of Mathematics (NCTM) has identified standards in ten areas of mathematics that should be addressed across mathematics curricula.
An estimated 4. Percent to 6. Percent of school age students actually have a "mathematics disability" to be "literate" in mathematics requires learning a variety of mathematical process and how to apply them. The National Council of Teachers of Mathematics (NCTM) has identified standards in ten areas of mathematics that should be addressed across mathematics curricula.
We learn the foundational concepts and skills of mathematics in much the same way we learn language for communication. Daily experiences all help developing children to recognize mathematical concepts such as proportion, time, linearity, and additive properties. However, ineffective mathematics instruction is part of the explanation for mathematics difficulties. In addition, mathematics involves complex language; a single term can represent an entire mathematical concept, which can be uniquely challenging for English language learners (ELLs) with mild disabilities. Each of the mild disabilities may be a cause of mathematics difficulties. To be "literate" in mathematics requires learning a variety of mathematical process and how to apply them. An estimated 4.6 percent to 6.5 percent of school age students actually have a "mathematics disability" (Seethaler and Fuchs 2006)
Mathematics Difficulties for Students with Mild Disabilities
Rodney's performance in and out of school is representative of the mathematics difficulties that many students with mild disabilities encounter in their lives. They are literate in some, but not all of the concepts we would expect. Based upon their age and grade, they can perform certain operations with moderate profiency at least, but routinely make errors and have little understanding of what they are doing.
Teachers sometimes characterize students as "careless," when, in truth, they have only partially mastered certain concepts and skills before the teacher moved on in instruction without supporting the development of those basics.
Foundational Concept and Skills
Children learn concepts such as sets, one-to-one correspondence, and number names and values through instruction, games, and daily experiences. Foundation concepts of number sense are essential pre-skills of mathematics. The National Council of Teachers of Mathematics (NCTM) has identified standards in ten areas of mathematics that should be addressed across mathematics curricula. The skills identified in the ten areas are: understanding and applying one-to-one correspondence, number, grade-level appropriate vocabulary, relationships, and counting.
Content Standards Process Standard Numbers and operations Algebra Geometry Measurement Data analysis and probability
Problem Solving Reasoning and proof Communication Connections Representations
One-to-one correspondence is one of the very first math concepts students should learn because it is essential for much of mathematical understanding. It simply means recognizing that units have numerical values. Vocabulary for numbers means memorizing the names of various digits can be helpful for developing number sense, but is insufficient by itself. Vocabulary for relational concepts should also be developed. Place value identifies the value of each digit in a number. Counting is a vital skill for computation. Counting by twos, fives, and tens is particularly useful for calculation operations. Students with mild disabilities should learn how to count backwards and count down from 100.
Memorizing Calculation Facts
Memorizing calculation facts can be a challenging task for students. Once students develop conceptual understanding of the procedures, however, fluent performance depends on facts memorization. Students with mild disabilities are particularly likely to engage in inefficient calculation practices, rather than to memorize and automatically recall math facts.
Using Calculator
Learning to perform mathematical operations on a calculator should be viewed as a compensatory skill. Using a calculator can be facilitate for students for whom memory or attention is a persistent block in practicing calculations or performing more advanced mathematics. They may always have to rely on calculator to perform some of those operations but not always. Students for whom using a calculator may be an appropriate accommodation during standardized test, using the calculator to learn and practice the same types of operations that will be on the test is essential.
Basic Computation Concepts and Skills
Computation includes addition, subtraction, multiplication, and division. Algorithmic computation involves operations from the preceding calculation type for borrowing, reducing, and estimating. One-to-one correspondence is one of the very first math concepts students should learn because it is essential for much of mathematical understanding. It simply means recognizing that units have numerical values. Vocabulary for numbers means memorizing the names of various digits can be helpful for developing number sense, but is insufficient by itself. Vocabulary for relational concepts should also be developed. Place value identifies the value of each digit in a number. Counting is a vital skill for computation. Effective mathematics instruction also progresses from concrete concepts and skills to sem-concrete and, eventually, abstract representations. Vocabulary of computation includes the term add, subtract, multiply, and divide. It also includes terminology for the outcomes of those operations: sum, difference, product, and quotient, respectively.
Skills that Build Upon Numeracy and Calculation
Number sense is needed to comprehend each and reinforced by learning. Fractions - they learn about proportions and parts of wholes. Decimals may make more intuitive sense to students than fractions do. The appreciation of place value is critical to comprehending decimals.
Other Basic Skills for Mathematical Operations and Daily Living
A variety of other basic mathematical concepts and skills must be mastered for both daily living and more complex mathematics as well. Measuring, telling time, and recognizing shapes are example of these other types of mathematics.
Estimating is to approximate an outcome to a problem. It is commonly used in daily life, to approximate distance, time, and costs.
Students can round up or round down numbers to convert them to numbers to convert them to numbers that they are good at counting by. Compatible numbers are numbers that easy for students to calculate, so they depend on which numbers the students are good at counting by. Front-end estimation is used to estimate when the student encounters multi-digit calculation. The student needs to observe the numerals on the "front," or that are leftmost.
The Sequencing of Math Concepts ad Skills
Appreciation for the relevancy of certain concepts and skills can be enhanced by linking them to other aspects of mathematics. Addition, subtraction, multiplication, and division are best introduced in sequence. Advocate teaching the myriad concepts and skills of numeracy and the four basic calculations by centering instruction on "big ideas." Using the variety of mathematical procedures that students practice to learn for even a single operation will be meaningful if they understand the big ideas behind them.
Problem Solving and Advanced Mathematics
Students with mild disabilities who have difficulties learning computation sometimes been denied instruction in problem solving or more advanced forms of mathematics. Students with mild disabilities do participate in studying math at higher levels, and those who continually struggle need more on lower-level skills and also need instruction in higher mathematics.
Problem Solving
Refer to tasks calculations imbedded mostly in the form of story problems. Students with math-related disabilities often have difficulty with problem-solving tasks. Story problems (also known as word problems) can present a math problem to solve as simple as single-digit addition. For students with mild disabilities, attending factors and organizing information is overwhelming. They may find four factors that can cause story problems to be uniquely difficult: motivation, mathematical and other literacy, confounded story problems, and complex math tasks.
Research Evidence
Recognize cue words for mathematical problems. Need strategies to help them understand the mathematical questions and operations the problem requires. English language learners have demonstrated greater math proficiency when taught in their native language.
Strategies and Techniques for Improving Problem Solving
The difficulty may be in their ability to (a) analyze the task, (b) perform the basic operations accurately, and (c) manage the process.
They can follow the Mnemonic DRAW to remember the process. This strategy is for math problems written out in numeric form.
Discover the sign. Read the problem. Answer, or draw and check. Write the answer.
Students who have mastered DRAW may benefit from proceeding to learn the FAST DRAW Strategy.
Find what you're solving for. Ask yourself, "What are the parts of the problem?" Set up the numbers. Tie down the sign.
SOLVE Strategy gives more guidance on the overall process to follow.
See the sign. Observe and answer; continue if you cannot answer. Look and draw. Verify your answer. Enter your answer.
Montague and Bos offer a strategy designed to guide students who have difficulty conceptualizing the problem. Read the problem aloud. Paraphrase the problem aloud. Visualize the information. State the problem aloud. Hypothesize and think the problem through aloud. Estimate the answer. Calculate and label the answer. Self-check by using self-questioning to ask if the answer makes sense.
General Approaches to Math Instruction
A PAL (Peer-assisted learning strategies) prescribes instructional procedures and peer tutoring approach.
CWPTS (Classwide peer tutoring) model procedures involve more generally effective teaching practices.
Both approaches are rooted in Curriculum-Based Measurement (CBM).
Direct Instruction is a specific approach to teaching and calls for systematically checking on students' prior knowledge and re-teaching as necessary.
Reteaching begins with a variety of forms of feedback that include prompting students to try again, telling students the correct response, and reminding students of a strategy to determine the response.
Explicit instruction means teaching information overtly in a teacher-directed lesson incorporating some of the principles of direct instruction.
Advanced Mathematics
In high schools can include geometry, pre-algebra and calculus, trigometry and statistics, as well as related courses such as physics. Approximately 25 states require meeting algebra standards for earning a high school diploma. Algebra is a "gateway to abstract thought." It requires students to think abstractly, not just to translate abstract concepts into concrete representations. Attempts to represent abstract problems in concrete forms can be inconsistent with the task some advanced math problems pose.
Mathematics Curricula
Replacing "general" or lower track mathematic classes with inclusive college preparatory math classes has resulted in marginally improved math achievement for students with mild disabilities, but they continue to perform below with their peers and levels. The math difficulties many students with mild disabilities exhibited 20 year ago are still commonly observed. Current traditional mathematics curricula are at least partially responsible.
Critical Elements of Effective Math Curricula
The focus of math instruction for students with math-related disabilities should include a focus on detecting errors and re-teaching those skills and concepts (Riccomini 2005). Time drills have improved automaticity for students with LD. Advocate teaching of "conspicuous strategies," or those that have wide applicability.
Seven Principles of Intensive Education
1.Ongoing progress monitoring 2.Drill and practice 3.Instructional explicitness 4.Instructional design to minimize learning challenge 5.Cumulative review 6.Systematic motivation to promote self-regulation and encourage students to work hard 7.Conceptual foundation