Beruflich Dokumente
Kultur Dokumente
Tate J. Hedtke
Students with delayed or impaired math skills have difficulties understanding the concept
and value of money, and how to work with it in their daily lives. Not being able to work with
money, make change, or count small amounts can have adverse effects on their lives, and hinder
employment opportunities in the future. Browder and Grasso (1999) pointed out that “having the
autonomy to earn, manage, and spend one’s own money can be an important way to gain greater
control over one’s life. Students with mild to moderate intellectual disabilities often have typical
social skills, and desires, such as living and working independently. If one does not have the
ability to manage and manipulate money, they will never have the ability to do these things.
Before students can ever hope to plan for a budget, pay bills, or balance a checkbook they need
to be able to understand basic mathematical concepts and computations, especially counting and
manipulating money (VanBergeijk and Cavanagh 2012). The transition from childhood and
school, to independence and adulthood does not happen overnight and needs to be addressed
early on in a student’s education. This researched has decided to make money literacy the focus
of this study.
The students chosen for this study are two individuals, one freshmen male, and one
sophomore male that have mild to moderate intellectual disabilities, and a strong desire to work
and be productive members of society. The focus of this study is to implement methods to help
them become more independent, and confident with their money skills so one day they can use
them professionally. Initially, these students were only able to count sums of money under ten
dollars using a variety of coins and bills around fifty percent of the time. The researcher hopes
Although these students are both in high school, the educator has decided to focus on a
second grade standard to help improve their abilities. Both students are on the Common Core
Essential Elements Standards for those with intellectual disabilities, and is therefore provided
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $
and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many
The following is an introductory lesson designed to teach students how to use a program they are
unfamiliar with, Touch Math for Upper Grades. This system is designed to help students learn a
multi-sensory method to count change and effectively count change and bills. Towards the end
of the lesson, students will be using a web based game called Prodigy Game, which is designed
to align with common core standards and reinforce skills and abilities in students grades K-12.
Lesson
1) Target Skill
Students will be able to effectively count the correct amount of money given different
denominations of bills and coins.
2) Lesson Procedure
a) Ensure that all students have knowledge of the different coins. Place coins in
front of students, and make sure they know the names, and value of each coin. (2-
3 minutes)
b) Review skip counting by five. Students should be able to count to 100 by fives in
order to use the touch money method. (5 minutes)
Pre-Assessment Data
The pre-assessment data was completed using worksheets designed to align with
Common Core
Standards. One
student performed
a sixty percent
Methods
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There are two bits of instruction that will be used to help the students improve their
money literacy. The first, with the use of the TouchMath Program. The TouchMath program
has been well researched, and implemented over the past nearly thirty years. It plays upon the
notion that coins are awarded a certain number of dots, a nickel one, a dime two, a quarter five
with each dot being worth five cents. Students with disabilities find it much easier to skip count
by fives, rather than perform mental math computations (Waters and Boon 2011). This is an
effective method to teach the individuals the abilities needed to become proficient in math, while
the second piece of technology will allow the individuals to hone their skills.
TouchMath instruction happens in the classroom directly between students and their
teacher. Students have manipulatives they are able to move around, and in this situation, it was
decided the students would use real money as fake money, or paper can sometimes be confusing
or difficult to decipher. The students are given brief introductions on a day by day basis with the
different coins and bills, and then expected to complete several practice problems on their own
Prodigy Math is an online based game where teachers organize a class, and assign
assignments based on a variety of skill levels and subject areas. Math levels range from first
grade through eighth grade and include all skills required in those areas according to the
common core. Students manage their own accounts, and can work independently or as a group.
Students are able to work anywhere they have internet access, which could cause problems in
rural or impoverished areas. The majority of the students time spent on Prodigy was outside of
The game play on Prodigy Math is akin to that of a video game, and hones in on the
addictive nature of combat and video games in order to appeal to the students. It is very similar
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to Pokemon, and forces students to battle monsters by completing math problems in order to
increase their strength, earn money, and buy new gear. Student’s always want to become
stronger, better equipped, and climb the leaderboard all while completing math problems.
Results
Students abilities were improved throughout this process. Students scores improved by
ten percent over the duration of the experiment which is very reassuring. TouchMath has already
been proven to improve the abilities of disabled students when counting money (Waters and
Boon 2011), but with a longer trial sample abilities could be improved even more with the use
of the Prodigy math game. The Prodigy game appeals to the students desire to play video games
in school, and was even used by the students while not in the classroom. This is because of its
addictive nature and perhaps the fact that the assignment were something different then in
worksheet form.
Although successful, the results may be a bit skewed due to the types of assessments
used. A website called commoncoresheets.com to print the assessments. As the trial went on
however, student’s abilities improved and they were challenged with more difficult daily work
and assessments. The research should have standardized all of the assessments and decided upon
which ones to use before the experiment began. Another error in the experiment is obviously the
sample size. Only two students were available in the researcher’s math group to include in the
experiment.
Next Steps
As students improve in their money counting abilities, they can be applied more directly
towards their functional skills in the community and incorporate community outings to ensure
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the students are able to use money independently. Also, when discussing transition it would be
ideal to impress upon the students the value of money in correlation to their goals and hopes of
future employment.
Citations:
1) Browder, D. M., & Grasso, E. (1999). Teaching Money Skills to Individuals with Mental
Retardation. Remedial and Special Education,20(5), 297-308.
doi:10.1177/074193259902000506
2) C. (2009). Grade 2 » Measurement & Data. Retrieved June 01, 2017, from
http://www.corestandards.org/Math/Content/2/MD/
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3) Waters, H. E., & Boon, R. T. (2011). Teaching Money Computation Skills to High
School Students with Mild Intellectual Disabilities via the TouchMath Program: a multi-
sensory approach. Education and Training in Autism and Disabilities,46(4), 544-555.
Retrieved May 31, 2017.
4) VanBergeijk, E. O., & Cavanagh, P. K. (2012, November). Teaching Financial Literacy:
a key aspect on the road to independence. Exceptional Parent, 26-28.