The document discusses strategies for teaching mathematics to students with disabilities in an inclusive classroom setting. It covers recommendations from the National Council of Teachers of Mathematics for establishing principles of equity, curriculum, teaching, learning, assessment, and technology use. Some key strategies discussed for different math concepts include using manipulatives and visual representations, explicit instruction of strategies, focusing on big ideas rather than details, providing additional time and practice opportunities, and employing multi-step problem-solving approaches. The goal is to make math instruction accessible and meaningful for all students.

1. Inclusionary MathematicsChapter 15“The Inclusive Classroom”Margo A. Mastropieri &Thomas E. Scruggs4th EditionAbigail Kaylor*Adele Mestas*Lorie Rainey*Catherine Russell*Linda Weatherford

2. Mathematics TodayNational Council of Teachers of Mathematics (NCTM) established Principles and Standards for School Mathematics with 6 overarching principles:Equity

3. Curriculum

4. Teaching

5. Learning

6. Assessment

7. TechnologyImplications for Students with disabilitiesNCTM suggested these students may need:Many students with disabilities exhibit difficulties in:Language Support

8. Increased Time

9. Oral rather than written

10. Peer Mentoring

11. Cross-age Tutoring

12. Memory and general strategy use

13. Literacy and Communication

14. Specific processes and strategies associated with math problems

15. Low motivation and affectDesigning effective mathematics instructionFocus on “Big Ideas”- generalizable concepts rather than individual detailsTeach “conspicuous” strategies, not to broad or specific, for conducting math operationsEfficient use of time on prioritized objectivesClear, explicit communication of strategiesPractice and review to promote retentionProgress from concrete, to semi-concrete, to abstract

16. Teaching Beginning MathEarly Number Concepts: More, less, any, none, none left, together, how many, each.Counting Strategies: Acoustic counting, Point Counting, Resultative counting(order irrelevant), Counting on(starting from specified number), Skip counting, Subitizing (counting w/o actually counting)1 to 1 Correspondence: Different sets of objects can be matched according to quantityIntroduce Geometry: various shapes in various sizes to examine and explore

17. Teaching Addition and subtractionUse Manipulatives: beads, buttons, dried beans, base-10 blocksUse Number Lines: transitioning from counting to number operations, addition, subtraction, negative numbersStrategies for Number Writing: models, stencils, copying dashed numbers, additional practiceUse Questions to Understand Symbols: What does the +,=,*, / mean?