Math For Students With Exceptionalities

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Math For Students With Exceptionalities

  1. 1. Instructional strategies for Math
  2. 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. 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. 4. principles nctm guiding equity* curriculum effective teaching learning assessment primacy of technology
  5. 5. emphasis attention communication disorders conceptual memory organizational skills processing difficulties poor self esteem a) figure it out b) show me c) explain
  6. 6. math interventions manipulatives explicit instruction computer-assisted instruction meta-cognitive strategies self-monitoring self-instruction
  7. 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. 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. 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. 10. S.T.A.R. Search the word problem Translate to equation in picture form Answer the problem Review the solution
  11. 11. S.T.A.R. search read carefully self-regulated thinking (questioning) write down the facts
  12. 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. 13. S.T.A.R. answer use rules to add/subtract + & - numbers use rules of solving simple questions use the appropriate operations (+-x / )
  14. 14. S.T.A.R. review check the answer check the reasonableness of the answer reread the problem
  15. 15. self instruction metacognitive strategies examples cue cards – to ask themselves structured worksheet: organization questions: to serve as prompts
  16. 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. 17. instruction computer aided programs help with remediation/instruction visual demonstration games spreadsheets http://xrl.us/MathGames
  18. 18. instruction explicit start with prior knowledge model problem and think aloud prompt students ~ assistance
  19. 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. 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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