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- 1. Instructional strategies for Math
- 2. quote Math is right up there with snakes, public speaking, and heights. Burns, M. (1998) Problems with computation or problem-solving? What if they have language-based processing difficulty?
- 3. goals nctm what else? Becoming mathematical problem solvers Learning to value mathematics Learning to reason mathematically Becoming confident in their ability to do mathematics Learning to communicate mathematically
- 4. principles nctm guiding equity* curriculum effective teaching learning assessment primacy of technology
- 5. emphasis attention communication disorders conceptual memory organizational skills processing difficulties poor self esteem a) figure it out b) show me c) explain
- 6. math interventions manipulatives explicit instruction computer-assisted instruction meta-cognitive strategies self-monitoring self-instruction
- 7. manipulatives research on improved attitude toward math meaningful notational system increase concept development increase math achievement better than not using them long-term use – best !
- 8. problems with manipulatives teacher trust class limitations: schedule dominance of text lessons trust self over manipulative Study: secondary use: 1ce monthly elementary: daily
- 9. csa use of concrete csa related to metacognition semi-concrete abstract concrete intro with concrete objects semi-concrete pictorial representation of concept abstract use of numeric instead of pictorial
- 10. S.T.A.R. Search the word problem Translate to equation in picture form Answer the problem Review the solution
- 11. S.T.A.R. search read carefully self-regulated thinking (questioning) write down the facts
- 12. S.T.A.R. translate represent the problem (concrete application) draw picture of representation (semi-concrete) algebraic expression (abstract) identify the operations students choose a variable for the unknown
- 13. S.T.A.R. answer use rules to add/subtract + & - numbers use rules of solving simple questions use the appropriate operations (+-x / )
- 14. S.T.A.R. review check the answer check the reasonableness of the answer reread the problem
- 15. self instruction metacognitive strategies examples cue cards – to ask themselves structured worksheet: organization questions: to serve as prompts
- 16. self instruction metacognitive strategies general guidelines support from structured worksheets advance or graphic organizers support from strategy instruction re-read information for clarity research: straight to solve the problem diagram representation of the problems before solving them
- 17. instruction computer aided programs help with remediation/instruction visual demonstration games spreadsheets http://xrl.us/MathGames
- 18. instruction explicit start with prior knowledge model problem and think aloud prompt students ~ assistance
- 19. feedback corrective patterns 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
- 20. recommendations simplify Guided->independent practice physical and pictorial model think aloud strategies Allotted time relate to real life let students practice !

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