The document discusses various strategies to improve mathematics instruction and support for learners, particularly those at risk, within the framework of the Common Core State Standards. It emphasizes the importance of task analysis, vocabulary instruction, and journaling to develop math skills and concepts, alongside the integration of real-world applications and current events. The document also highlights the need for effective teaching practices guided by data and addresses the challenges faced by students with learning disabilities in math.

1. Can special become common?
Offering math support in the
common core classroom
Julie P. Jones, PhD
University of South Carolina Upstate
JJones3@uscupstate.edu

4. What are schools doing to increase
performance and motivate
learners?
• Early numeracy development (e.g. number sense)
• Improved math curriculum
• Formative assessment systems
• Summer programs
• Increasing after school tutoring programs
• Improved parental involvement
• After school tutoring or during school tutoring
• Extrinsic rewards for improved performance
• Variability in scheduling
• Choice of instructional model

5. Siegfried Engelmann (2005)
“We can't lead with our chin or our hearts. It
must be a cerebral battle, governed by data
and the understanding that if we try hard
enough, we can design effective practices
that will accelerate the performance of at-
risk kids. And if we don't try hard enough,
the hell with us.”

6. NCTM suggests strategies for math
aligned to the CCSS
1. Create worthwhile problems as a foundation
for daily instruction.
2. Use real data and current events to make
mathematics more engaging and more
relevant.
3. Ask quality questions that promote
tion
discourse. duca ?
ial e egies
spec trat
can se s
How rt the
s uppo

8. 3 levels of instructional supports:
1) Task analysis for each skill
2) Vocabulary instruction
3) Journaling in math

9. Level 1: Task Analysis
• Task analysis is a process by which a task is
broken down into its component parts.
• Each skill we teach must have steps. Even the
seemingly small skills.
• Students must demonstrate a comfort with
these steps before they can attempt problem
solving.

10. Task Analysis: How does it work?
1. Determine what task you want the student
to perform
2. Figure out what steps will be required to
complete the task.
3. Decide what order to teach the steps in
4. Teach the student one step until the student
displays mastery of it.
5. As each part of the process is learned, add it
to the chain until the task can be completed
independently.
http://www.brighthubeducation.com/special-ed-learning-disorders/25800-how-task-analysis-works-for-students-with-special-needs/

11. Practice
• Write out the steps essential for finding the
median of a data set.

12. Level 2: Math Vocabulary
and Number Sense
Mathematics is a language of order with its own particular set of rules that
must be learned and followed systematically (Adams, 2003).
78
3 x (5 + 2) = 265.0111 $1.599
x 64
Consider:
What do you do first?
Which direction do you go?

13. Many students who have a disability in math also
experience reading difficulties that interfere with their
ability to solve problems (Miller & Mercer, 1997).
The boys’ arrows were nearly gone. They started with
32 arrows each. After a minute but rapid examination
of their weapons, they heard a noise. Does
were standing at the edge of the lake. They now had 3
arrows each. How many arrows did they use before they saw
the does?

14. Number Sense
Prerequisites to problem solving:
• Spatial relationships
• One more, two more
• One less, two less
• Part- whole relationships
Sood & Jitendra, 2007

15. Keyword Mnemonic
1. Select key vocabulary
2. Create keyword mnemonics
a. Recode
b. Relate
c. Retrieve
3. Incorporate into math instruction
4. Plan for systematic and spaced review

18. Systematic review
• Word wall of math vocabulary
• Large flashcard review
• Incorporation into journaling activities

19. Level 3: Journaling Activities
• Students practice reading and using the
language of math
• Students practice using number sense.
• Students demonstrate comfort with skills/steps.
• Students justify and support answers with
factual information.

20. Studies show…
• Students who study news and current events
in school do better on standardized tests and
develop and improve reading, vocabulary,
math, and social studies skills.
s
tion w
p er enta w ho
spa ta. pres sho
new f da le re ta to give
the ce o ultip da ions
Use sour Use m same sentat
as a the t repre ation.
of ren
fe
dif rent in form
diffe

21. Ideas for journaling
• Oil spill: percents, proportionality, domain,
discrete vs. continuous data sets
• Population growth in your city: predictions
based on trend data
• Sports: calculate batting averages, determine
which is the better player given statistics
• Weather: graphs, trends, predictions,
measures of central tendency

23. How can I prepare my students for
the new assessments?
• Who is creating SC’s new test?
– http://www.smarterbalanced.org
• Where can I get up-to-date information on
CCSS?
– Bill McCallum, University of Arizona
– http://commoncoretools.me

24. Questions???