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What About the Special Needs

Students in Math?Tricia Salerno

SMARTTraining NOW, LLC

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What is Dyscalculia?

Dyscalculia refers to a wide range of life-long

learning disabilities involving math. There is no

single form of math disability, and difficulties

vary from person to person and affect people

differently in school and throughout life.

National Center for Learning Disabilities

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Warning Signs:

1. Good at speaking, reading and writing but slow to

catch on to classifying, counting and math problem

solving skills

2. Difficulty recall numbers or reading numbers in the

correct sequence

3. Difficulty with the concept of time: late for

appointments, trouble organizing schedules

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Warning Signs:

1. Confused by change in schedule or routines; poor

sense of direction

2. Poor long term memory of math concepts

3. Trouble playing games of strategy

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Verbal Dyscalculia

Lexical Dyscalculia

Graphical Dyscalculia

Operational Dyscalculia

Visual-Spatial Motor Organization

Related Dyslexia

What Types of Disabilities are

Included?

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What Can We Do For These Kids?

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Tips:

1. Give written rather than verbal instructions (memory)• Recent research shows that the capacity for working memory

has decreased from holding 7 items at one time to holding 5.

• Teach fewer topics in depth

2. Teach with context and re-visit the context often.

3. Use uncluttered reference charts and colorful, illustrated handbooks.

4. Practice subitizing and visual counting daily. (Fisher B., Kongeter Al, Hartnegg K., 2008)

LEARNing Landscapes Vol. 5, No. 1, Autumn 2011 David A. Sousa

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Grounding in 5 and 10

Woodin, 1995

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General Tips for Teaching Math to

Special Needs StudentsConcrete, pictorial, abstract (Flores, Hinton & Strozier, 2014)

Quite tile activities Think aloud

Body use Matching games

Count the Math Way Vocabulary – be specific and consistent

Ask the right questions Try to decrease anxiety

Problem solve Encourage visualization

Graphic organizers (web diagrams – large pieces of paper and a set of small paste-on images for students to show interrelation between major concepts)

Expect all students to discuss solutions

Use as many senses as possible in instruction

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Visual – Spatial Exercises

Tangram puzzles

http://nlvm.usu.edu/en/nav/vlibrary.html

http://visualmathlearning.com/Exercises/practice_exercises.html

http://karismath.com/home/

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Technology

Calculators

Computers

Suggested websites:

• mathplayground.com (problem solving and mental math)

• factmonster.com/math/flashcards.html

• flash-cardmachine.com

• academicskillbuilders.com

• thenumbercatcher.com/nc/home.php

http://www.nature.com/news/dyscalculia-number-games-1.12153

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Help Them Make Connections

Capacity lesson

Estimate.

Graph estimates and discuss.

Modify estimates after some experience.

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What Can We Do for ALL Special

Needs Students in Math?

1. Provide mathematical and perceptual variability.

2. Provide multiple means of expression.

3. Provide multiple means of engagement.

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Zoltan Dienes

Theory of Variability

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Mathematical Variability

• Example: Kindergarten lesson on triangles

Module 2 Topic A Lesson 2

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Perceptual Variability

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Multiple Means of Expression

Allow students to express themselves:

1. Pictorially

2. Abstractly

3. Speaking

4. Acting Out

5. In writing

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Multiple Means of Engagement

1. Games, puzzles, activities

2. Music

3. Art

4. Theatre

5. Technology

6. Projects

7. Reading and writing

8. Studying important mathematicians

9. Learning about math-related careers

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ALL Students Must Have an Opportunity

To think creatively

To try to answer higher order questions

To showcase their strengths

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Don’t Slow Down!!!

1. Teach strategies with manipulatives and pictures FIRST.

2. Provide interactive practice with games and activities.

3. Spread out practice throughout the day.

4. Keep the number of facts to be mastered small.

5. Have students keep track of their own progress – a graph inside their math notebook showing growth can be motivating.

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Technology Can Help!

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What has changed?

We must now:

Shift students’ focus from “answer getting” to

solving problems and critical thinking.

Establish the classroom environment as a

community of learners.

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Early Learning in Mathematics Program

Davis & Jungjohann, 2009

1. Specific and clear teacher models

2. Examples that are sequenced in level of difficulty

3. Scaffolding

4. Consistent feedback

5. Frequent opportunity for cumulative review

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Seven Principals of Effective Practice for

Primary Students with Math Disabilities

Fuchs and Fuchs (2008)

1. Instructional explicitness

1. Instructional design to minimize learning challenges

2. Provision of strong conceptual knowledge for procedures taught

3. Drill and practice

4. Cumulative review

5. Motivation to help students regulate their attention and behavior and to work hard

6. On-going progress monitoring

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Formative Assessment

Use data to identify a student's current level of learning and to adapt lessons to help the student reach the desired learning goal.

Students are active participants with their teachers, sharing learning goals and understanding how their learning is progressing, what next steps they need to take, and how to take them.

Some students feel more involved in the schooling process

Teaching is focused more effectively on the individual student

Research also Indicates… Formative assessment has an “effect size of .4 to .7” This is equal to moving a student from the 50th percentile to the 70th percentile

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148

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Effective Formative Assessment

• Must be frequent

• Need to be specific in the feedback provided

• Should be directly related to skills/knowledge

• Not just comprehension – but understanding

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Singapore Model

1. Anchor task

2. Journal

3. Mini-lesson, including guided practice

4. Independent practice

5. Explanation

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Introducing Anne Newman

1. Please read the question to me. If you don't know a word, leave

it out.

2. Tell me what the question is asking you to do.

3. Tell me how you are going to find the answer.

4. Show me what to do to get the answer. "Talk aloud" as you do it,

so that I can understand how you are thinking.

5. Now, write down your answer to the question.

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Newman’s Research

50% of word problem errors occur

before students even get to the fourth

question!

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Teaching Strategies

• Use students’ names in problems.

• Take the numbers out of the problem.

• Show one sentence at a time.

• Ask students to predict the question.

• Have students visualize.

• Write a sentence with a blank.

• Fill in the numbers.

• Draw the model and solve.

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• Miguel had ______ video games.

• Danita had ______ fewer video games than

Miguel.

• If Danita gets _____ more video games for her

birthday, how many video games will Miguel

and Danita have in all?

• Miguel and Danita will have _____ video

games in all.

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What might a lesson look like?

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Ms. Salerno wants to give 423 priceless jewels to each of her 4 children.

In your groups, use 3 different methods to figure out how many priceless jewels Ms. Salerno needs altogether.

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On your whiteboard, write these numbers in expanded

form:

284

308

768

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Multiply mentally and write the product on your

whiteboard.

240 x 2

324 x 2

212 x 3

213 x 4

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Let’s use a standard algorithmWhat happens in the ones place of our place value chart?

Record the number of regrouped tens on the line under the tens column.

Record the number of ones in the ones place.

What happens in the tens place of our place value chart?

Record the number of tens, including the regrouped ten.

Do we need that ten anymore?

Let’s get rid of it.

What happens in the hundreds place of your place value chart?

Record the number of regrouped hundreds on the line under the tens column.

Record the number of hundreds in the hundreds place.

Record the number of thousands in the thousands place.

What’s the product?

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Shane measured 457 mL of water in a beaker. Olga

measured 3 times as much water. How much water did

they measure in all?

Work with your partner to draw a tape diagram (bar

model) for this problem.

Solve with your partner using a standard algorithm.

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Finish Early?

Math Centers

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