This document provides strategies for addressing learning barriers in mathematics. It discusses tools for visual perception, language perception, integration, conceptual understanding, memory, writing, and independence. Some examples of strategies include changing font sizes and colors, using graph paper, providing math manipulatives, creating graphic organizers, comparing and contrasting problems, and giving students calculators and conversion tools. The document encourages completing activities to explore these strategies and create an instructional plan.

1. Technology Tools for
Mathematics
Strategies & Tools

2. Strategies & Tools
The following slides give some basic strategies you can use to address
learning barriers.

3. Visual Perception
• Change the size and type of fonts being used
• Change foreground and background colors
• Highlight or visually mark key areas that students need to pay
attention to (e.g. operation signs, etc.)
• Use graph paper to help student visually format numbers and
symbols in a problem.
• Use text-to-speech tools so students can hear word problems as
well as read them
• Reduce visual distractions on a page (e.g. simplify the amount of
text, reduce the number of problems, etc.)

4. Language Perception
• Provide information in multiple media formats (auditory, pictures,
charts, diagrams, etc.)
• Use interactive whiteboards and to provide visual demonstrations
for small groups or a class
• Use personal amplification systems

5. Integration
• Use graphic organizers, mind maps, concept maps, timelines, and
outlines to help students visual integrate information and concepts
• Highlight or visually mark up important points to provide visual
organization and integration supports
• Introduce core concepts and vocabulary in advance
• Use mental models such as compare-contrast

6. Conceptual Understanding
• Use a Concrete-Representational-Abstract sequence of instruction
• Provide math manipulatives (physical and virtual)
• Use mental models such as compare-contrast to help build
understanding of why problem solving procedures work
• Use graphic organizers, mind maps, and concept maps
• Provide interactive tools students can use independently and in
groups to explore multiple problem solving strategies and build
understanding
• Use math games
• Give students time and tools to share with each other what they are
learning

7. Memory
• Process or practice the content several times, each time thinking
about a different aspect or focus (e.g. analyzing the structure of the
problem, talking about conceptual understandings, discussing real
world applications)
• Create visual graphic organizers to refer back to on a regular basis to
repeatedly imprint the information
• Compare and contrast different mathematic procedures and
problem solving strategies
• Use flash card tools to review information and concepts

8. Writing
• Provide pencil grips or a variety of different shaped writing tools
• Provide graph paper to guide the formatting and number/symbol
alignment
• Provide computer or mobile device tools to problem solve, draw
geometric figures, etc.
• Use math symbol fonts and math writing features in programs such
as WORD, etc.

9. Independence
• Provide a variety of calculators (e.g. regular calculators, scientific
calculators, algebra calculators, money calculators)
• Provide a variety of conversion tools
• Provide virtual math manipulatives
• Provide assignment helpers (online tools, videos, math dictionaries,
calculators, problem solving tools)
• Provide access to mathematic games

10. Next Steps
Complete the Exploration and the Instructional Plan activities on this
page. Then proceed to the next module, Final Assessment, where you
will fill in the Implementation section of the Instructional Plan.
Exploration Instructional Plan