Download - Math For Students With Exceptionalities
Instructional strategies for Math
quoteMath is right up there with snakes, public speaking, and heights. Burns, M. (1998)
What if they have language-based processing difficulty?
Problems with computation or problem-solving?
nctm goals
Learning to value mathematics
Becoming confident in their ability to do mathematics
Becoming mathematical problem solvers
Learning to communicate mathematically
Learning to reason mathematically
what else?
nctm guiding principlesequity*
curriculum
effective teaching
learning
assessment
primacy of technology
memory
communication disorders
processing difficultiespoor self esteem
attention
organizational skills
emphasis
conceptual
a) figure it out
b) show me
c) explain
math interventionsmanipulatives
meta-cognitive strategiesself-monitoring
self-instruction
computer-assisted instruction
explicit instruction
research on manipulatives
meaningful notational systemincrease concept development
increase math achievement
improved attitude toward math
better than not using them
long-term use – best !
problems with manipulatives
teacher trustclass limitations: scheduledominance of text lessons
trust self over manipulative
Study:
secondary use: 1ce monthly
elementary: daily
use of csaconcrete
semi-concrete
abstract
concrete
intro with concrete objects
semi-concrete
pictorial representation of concept
abstract
use of numeric instead of pictorial
csa related to metacognition
S.T.A.R.Search the word problem
Translate to equation in picture form
Answer the problem
Review the solution
searchS.T.A.R.
read carefully
self-regulated thinking (questioning)
write down the facts
translateS.T.A.R.
represent the problem (concrete application)
draw picture of representation (semi-concrete)
algebraic expression (abstract)
identify the operations
students choose a variable for the unknown
answerS.T.A.R.
use rules to add/subtract + & - numbers
use rules of solving simple questions
use the appropriate operations (+-x / )
reviewS.T.A.R.
check the answer
check the reasonableness of the answerreread the problem
metacognitive strategies self instructionexamples
cue cards – to ask themselves
structured worksheet: organization
questions: to serve as prompts
metacognitive strategies self instruction
support from structured worksheets
advance or graphic organizers
support from strategy instruction
general guidelines
re-read information for clarity
diagram representation of the problems before solving them
research: straight to solve the problem
computer aided instructionprograms help with remediation/instruction
visual demonstration
games
spreadsheets
http://xrl.us/MathGames
explicit instructionstart with prior knowledge
model problem and think aloud
prompt students ~ assistance
corrective feedbackpatterns or evidence of strategy
meet individually / small group
positive statements !!
specify error patterns
show how to complete with strategy
opportunity on similar prob (guided practice)
end on positive comment
recommendations
Guided->independent practice
physical and pictorial model
think aloud strategies
Allotted time
relate to real life
let students practice !
simplify