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1chapter 12 Notes

This document provides an overview of effective strategies for teaching math to students with learning disabilities. It discusses common math difficulties, foundational math terms and concepts, research-based instructional practices, and specific activities and programs that have been shown to improve math achievement. These include using concrete examples, explicit instruction in basic facts and algorithms, problem-solving interventions, and incorporating games and self-correcting materials. The goal is to help students develop conceptual understanding, procedural fluency, and strategic competence in mathematics.

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38 views

1chapter 12 Notes

This document provides an overview of effective strategies for teaching math to students with learning disabilities. It discusses common math difficulties, foundational math terms and concepts, research-based instructional practices, and specific activities and programs that have been shown to improve math achievement. These include using concrete examples, explicit instruction in basic facts and algorithms, problem-solving interventions, and incorporating games and self-correcting materials. The goal is to help students develop conceptual understanding, procedural fluency, and strategic competence in mathematics.

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CHAPTER TWELVE - TEACHING MATH

● It is estimated that between 5 and 10 percent of school age children have some form
of math learning disabilities.
(Fuchs, Fuchs, & Hollenbeck 2007; Geary, 2004)

2009 National Assessment of Educational Progress in Mathematics


● In 2009, approximately 28% of fourth-grade students performed below a basic level
of achievement; only 39% attained a proficient mathematics achievement level.
● About 27% of eighth-grade students were below a basic level of mathematics
achievement; only 34% achieved proficient mathematics standards.

Basic Terms and Processes


● Addition
● addend, sum
● Subtraction
● minuend, subtrahend, difference, sum, know addend
● Multiplication
● multiplicand or factor; multiplier or factor, product
● Division
● quotient or factor; dividend or product, divisor or factor

Basic Facts
● There are 390 basic facts:
● 100 addition
● 100 subtraction
● 100 multiplication
● 90 division

Research on Effective Math Instruction


● Curriculum design, teacher behavior, and student engagement directly influence the
mathematics achievement of students with learning problems.
● Educators need to examine existing research and literature to determine what
should be taught in a math curriculum and the best practices for how to teach it.

Prevention of Math Difficulties


● 4 principles:
● Instruct at a quick pace with varied instructional activities and high levels of
engagement
● Set challenging standards for achievement
● Incorporate self-verbalization methods
● Present physical and visual representation of number concepts or problem-
solving situations

Components of Effective Math Instruction


● Selecting appropriate mathematics content
● Teaching the acquisition of math
● Teaching mastery
● Teaching problem solving
● Teaching generalization
● Using explicit-implicit math instruction
● Promoting a positive attitude toward math

Twelve Components of Essential Mathematics


1. Problem solving. - Learning to solve problems by applying previously acquired info to
new situations is one of the primary reasons for studying math. Involves verbal and
nonverbal problems.
2. Communication of mathematical ideas. - students must learn the language and
notation of math. Should present math ideas through manipulative objects, drawings,
written work, and speech.
3. Mathematical reasoning. -students must learn to conduct investigations of math
concepts. Skills include making tentative conclusions, recognizing patterns, and using
math knowledge to support conjecture.
4. Application of mathematics to everyday situations. -students should be encouraged to
translate daily experiences into mathematical representations and interpret the results.
5. Alertness to the reasonableness of results. - students must be able to examine
results against viable conjecture. The use of calculators and computers makes this an
essential skill.
6. Estimation. - students must be able to perform rapid mental approximations to
establish the reasonableness of a math solution. In addition to approximating purchase
costs, these estimations involve measurements such as length, area, volume, and
weight.
7. Appropriate computational skills. - students must gain proficiency in using operations
with whole numbers and decimals. Knowledge of basic facts is essential, and mental
arithmetic is important.
8. Algebraic thinking. -students must learn to use letters to represent math quantities
and expressions and to represent math quantities and expressions and to represent
mathematical relationships and functions with graphs, tables, and equations.
9. Measurement. - students must learn the basic concepts of measuring through
concrete experiences.
10. Geometry. - students must learn geometric concepts to function in a 3D world.
Concepts should be explored in situations that involve measurement and problem
solving.
11. Statistics. - students must learn to collect and organize data to answer daily
questions. Measures of central tendency and variance are important as well as
interpreting tables, maps, graphs, and charts.
12. Probability. - students must understand the basic notions of probability to predict the
likelihood of future events.

Mathematics proficiency includes


● conceptual understanding,
● procedural fluency,
● strategic competence,
● adaptive reasoning,
● and productive disposition.

Instructional Practices for Computation and Problem Solving


● Two math facts programs
● Concrete-Semi Concrete-Abstract (CSA) activities
● Basic rules and algorithms
● Problem-solving interventions
● Life Skills math
● Estimation
● Calculators

Instructional Practices for Computation and Problem Solving (cont’d)


● Because many students with learning problems fail to master basic facts, two
programs are discussed in the text for teaching math facts:
● Thornton and Toohey Math Facts Program - report substantial literature that
indicates that modifying the sequence and presentation of learning tasks can
improve basic fact learning among students with learning problems. They
have 10 guidelines that are supported by the literature for planning and
implementing basic fact instruction.
● Mercer and Miller Math Facts Program - has 7 phases to teach basic math facts.
Pretest → teach concrete application → teach representational application →
introduce the “DRAW” strategy → teach abstract application → posttest → provide
practice to fluency and develop problem-solving strategies.

Instructional Practices for Computation and Problem Solving (cont’d)


● Concrete-Semiconcrete-Abstract Activities:
● Place value
● Addition: sums-to-9
● Addition: sums-to-18
● Addition with regrouping
● Subtraction facts (1-9)
● Subtraction facts (10-18)
● Subtraction with regrouping

Concrete-Semi Concrete-Abstract Activities (cont’d)


● Multiplication
● Division
● Division with remainder
● Recognition of unit fractions
● Addition of fractions with the same denominators
● Addition and subtraction of mixed fractions
● Basic Rules and Algorithms:
● Addition rules
● Additional algorithms
● Subtraction rules
● Subtraction algorithms
● Multiplication rules
● Multiplication algorithms
● Division rules
● Division algorithms
● Fraction algorithm
● Problem-Solving Interventions:
● Interventions that use sequential steps
● Interventions that use the CSA (concrete-semi concrete-abstract) sequence
● Interventions that use graphic representation
● Life Skills Math
● Estimation
● Calculators

Math Activities
● Readiness
● Classification
● Ordering
● One-to-One Correspondence
● Counting
● Greater Than, Less Than
● Place Value:
● Chip Trading Games
● Bank Game
● Making Columns
● Pegboard
● Place Value Cards
● Place Value Table
● General Computation:
● Small Work Samples
● Mystery Math
● Learning Ladders
● Addition:
● Nail Abacus
● Number Line
● Dot Addition
● Computational Cues
● Addition Facts Family
● Subtraction:
● Nail Abacus
● Number Line
● Addition-Subtraction Pattern
● Self-Monitoring Subtraction Strategy
● Multiplication:
● Array Multiplication
● Napier’s Rods
● Multiplication Chart
● Addition-Multiplication Pattern
● Dot Cards
● Division:
● Number Line
● Dividing Numbers Into Parts
● Dot Division
● Long Division Steps

● Fractions:
● Number Line
● Fraction Chart
● Fraction Bars
● Multiplying Fractions with Grids

● Time:
●Number Line
● Record Schedule
● Examining Schedules
● Calendar Quiz
● Decimals/Money:
● Number Line
● Completion of Missing Parts
● Expanded Place Value Chart
● Money Cards
● Real Money
● Coupon Shopping
● Taking Orders
● Check the Charge
● Measurement:
● Measure Box
● Measurement and You
● Word Problems:
● Story Problems
● Table Problems

Instructional Games in Math


● Math War
● Pig Game
● Make the Numbers Count
● Rook Math
● Math Concentration
● Fraction Game
● Toss a Bean Bag
● Multiplication and Division Facts Rummy
● Travel Game
● Basketball Math
● Counting Coins
● Rate Game
● Fraction Blackjack
● Fraction Removal
● Decimal Shapes

Self-Correcting Math Materials


● Flip-Sider Math Cards
● Clipping Answers
● Math Squares
● Color Code Folders
● Fast Facts
● Snoopy Math
● Equivalent Fractions, Decimals, Percents

Commercial Math Programs


● Connecting Math Concepts
● Corrective Mathematics
● Great Leaps Math
● Key Math 3 – Essential Resources
● Strategic Math Series
● TransMath

Computer Software Programs in Math


● Fraction Attraction
● Math Blaster
● Math FACTMASTER
● Math Munchers for the 21st Century

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