Misunderstood Mindshttp://www.pbs.org/wgbh/misunderstoodmind

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Misunderstood Minds Continued

What Can Stand in the Way of a Student’s Mathematical Development?

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What Can Stand in the Way of a Student’s Mathematical Development?

• 1. Incomplete Mastery of Number Facts• 2. Computational Weakness• 3. Difficulty Transferring Knowledge• 4. Making Connections• 5. Incomplete Understanding of the Language

of Math• 6. Difficulty Comprehending the Visual and

Spatial Aspects and Perceptual Difficulties3

Incomplete Mastery of Number Facts

Basic computations such as 9 + 3 = 12 or 4 x 6=24Recalling these facts quickly allows student

to approach more advanced mathematical thinking…if they cannot do quickly…they are bogged down by simple calculations

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Computational WeaknessStudent may have good understanding of

math concepts, but are inconsistent with computing

They make errors by misreading signs or symbols, or may not write numerals clearly enough or in the right column

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Difficulty Transferring KnowledgeInability to connect abstract or conceptual

concepts of math with reality.Understand what symbols represent in the

physical world and how easily a child will remember a concept.

This is where hands on activities can help!

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Making ConnectionsSome students have difficulty making

meaningful connections with mathematical experiences.

For example symbols in algebra and what they really mean?

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Incomplete Understanding of the Language of Math

These students may also have difficulty with reading, writing and speaking.

They may only hear math terminology in a math class with little application.

Understanding of verbal, and written word problems may be difficult for these students.

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Difficulty Comprehending Visual and Spatial Aspects/Perceptual

Difficulties

This student has the inability to visualize math concepts.

An example could be to determine what shape will result when a 3-D figure is rotated?

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What Can I Do?Identify and discuss the child’s strengths and

interests?Demystify math?Teach basic concepts using concrete objects

such as manipulatives?Provide special paper or materials such as

graph paper?Model each problem or procedure?

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General Ideas?• Use cooperative math problem solving

activities?• Provide time for checking work and correcting

work?• Connect mathematical concepts for familiar

situations such as measuring everyone’s hand… connect to real world that they can relate to?

• Help children apply math concepts, … for example to buy something they want that may be on sale?

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MemoryProvide a strategy to a child and observe to

see if working, may have to try several?Incorporate technology, such as spreadsheet

software?Practice/teach strategies to remember basic

math facts?Use a math notebook to write down rules or

math vocabulary?...Graphic Organizer

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MemoryHave students practice subskills and record

their progress?Teach math in many modes… Gardner’s

multiple intelligences?Use games to enhance working memory?Review patterns for complex visual designs?

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LanguageFocus on information provided in word

problemsChoose strategies that suit the child’s

learning styleEncourage children to verbalize the problem

in their own wordsTeach math vocabularyIdentify key terms for them, include new

vocabulary in their math notebook, have them highlight or underline key words

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LanguageProvide a model for a problem, work through

it, ask questions and verbalize your thinkingHave children identify topics that they are

interested inBuild a foundation for multi-step problems,

one step equations first before two step equations, etc.

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LanguageHave children isolate steps for multi-step

problemsComplete each step on paperReduce data on page to reduce being

overwhelmedHave children solve problems with pictures,

tables, anything that helps them understand the problem

Provide calculators, computers, templates, manipulatives, tools for geometric figures, etc.

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