gpsy 662 learning disabilities
TRANSCRIPT
Learning Disabilities and Mathematics- Case
17 Emtinan Alqurashi
Elif Gokbel Kimberly Sumpter
Tasnem Alarbi
GPSY 662 Learning DisabilitiesSummer 2015
Background● Name: Brianna (Female)● Age: 9 years-old● Grade: 3● Was born full term● Resides with both parents and her older sister● No history of learning disabilities in the family● “Happy, loving, and caring child who enjoys
music and sports”, her mother reports
Educational History● Attended pre-kindergarten, was
absent for 26 days
● In kindergarten, she was reported as not mastering early benchmark skills in mathematics
● Received numerous interventions for language arts and mathematics in first grade
Disabilities (teacher’s
observation) Brianne - has extremely weak number sense- has difficulty reading “hundreds chart”- often transposes numbers- struggles to count forward and backward from
points on number line- is lacking many basic numeric concepts and
number identification skills- has not met most third grade benchmark
standards in math but in fact her skills were on a first grade level
Disabilities (test results) - Perceptual reasoning- Number sense - knowledge of basic number relationship - two-digit computation problems - single-digit multiplication or division- multiple-choice tasks- spatial working memory tasks
Peer Assisted Learning Strategies (PALS)
Overview:● pairing students based on needs & abilities● monitoring performance & correct use of PALS,
providing specific, regular & constructive feedback & praise
● changing pairs regularly● teaching PALS rules: 1) Be nice & helpful2) Only talk about PALS & Math3) Use your soft PALS voice
Peer Assisted Learning Strategies (cont.)
PALS Coach & Player Activity:- students use game boards (kindergarten & 1st grade)
or worksheets (grades 2-6)- coach uses a sheet containing questions that guide
the player - coaching lasts 15-20 minutes- student uses mixed-problem practice worksheet that
include the problem type student just worked on & easier types of problems. https://www.youtube.com/watch?v=aeAjkTbyZyk
- students do independent 5-10 minutes practice- students exchange & score the practice sheets
Assistive Technology: Dream Box Learning
● Supplemental online mathematics program● adaptive instruction for students in grades K–5 ● focuses on number and operations, place value,
and number sense● individualized instruction (Tier I, II, and III)● a range of instructional settings● NCTM&common core standards
Program Details● more than 720 online lessons
● playing math games and solving puzzles using DreamBox Learning’s virtual manipulatives
● Reporting tools for monitoring student progress
Research: The effectiveness of Dream Box
● 11 studies that investigated the effects of DreamBox Learning on the math performance of elementary school students
● Wang and Woodworth’s (2011) study:o 557 kindergarten and first grade studentso intervention vs. comparison group o significant positive effect on mathematics
achievement
An example Multiplication area model
http://www.dreambox.com
Concrete-Representational-Abstract● “Ensure students develop a tangible
understanding of math concepts/skills they learned
● Hands-on materials (concrete)● Pictorial representation (representational)● Mathematical problems with numbers and
symbols (abstract)o Important: Make sure you run through each
stagehttps://youtu.be/4Go-jM9fDLg?t=25s
Strategies/Programs● Model● Use
manipulatives● Use pictures● Use number
lines● Games● Camelot
Learning Program
http://www.camelotlearning.com/
Materials● number line● dice● calculators● unifix cubes● beads● string● tangrams● geared clocks
ConclusionPeer Assisted Learning
+Assistive Technology
+Concrete-Representational- Abstract
=Success for Brianna in math!
ReferencesWang, H., & Woodworth, K. (2011). Evaluation of Rocketship Education’s use of DreamBox Learning’s online mathematics program. Menlo Park, CA: SRI International. Retrieved from http://www.rogersfoundation.org/system/resources/0000/0013/Rocketship_SRI_Study.pdf
Powell, S., & Seethaler, P. (2011). Intervention Name: Concrete-Representational-Abstract. Retrieved June 24, 2015, from http://ebi.missouri.edu/wp-content/uploads/2013/08/EBI-Brief-Template-Concrete-Representational-Abstract.pdf
Concrete and Abstract Representations (Using Mathematical Tools). (2008, November 24). Retrieved June 24, 2015, from https://mathteachingstrategies.wordpress.com/2008/11/24/concrete-and-abstract-representations-using-mathematical-tools/
http://www.blueprintsprograms.com/evaluationAbstracts.php?pid=83a002e8ffbe10a8e5bfd289b565b247092a9b70