10/10/2016 Presenter: Randy Ewart Objectives Making Math • 20 year math teacher • Differentiate between a concept and a skills • Master’s in special ed • Make math topics meaningful Meaningful • Adjunct USJ – sped math • Math interventionist • Candidate for National Board Certification in sped Supporting Students With Autism in Math Gabriel Ewart 9 year old with autistic disorder 1
10/10/2016 Task Analysis Given Objective Initiation • Task Analysis is a formal procedure for Part 1: Task Analysis for Math Topics: breaking the topic into manageable little parts …strategies for identifying valid for the students learning objectives, breaking them into • It can be used to guide assessment: small parts, and then using task – For all steps analysis as an assessment tool. – For subset of steps 2
10/10/2016 Used Task Analysis to Identify Gaps Initiation Agenda • Foundation for meaning Part 2: Making Math Meaningful for Students with an Autism Spectrum Disorder: • Strategies to make math meaningful …strategies for making math topics meaningful for students 3
10/10/2016 Foundation for Meaning Documents to Share What do we mean by a concept? • www.ctspedmathdude.com A. How to perform a • Categories: webinar, presentations math task • Provides link to Dropbox folder containing B. The idea behind a documents math topic C. A fact about a math topic D. None of the above 4
10/10/2016 Math is a Concept language with its Collection of facts about a topic own that results in an idea that is greater than the sum of the symbols individual facts. The underlying idea of what a topic is as opposed to how to perform steps to “do” the topic. 5
10/10/2016 You have 90 seconds to memorize the Which strategy would you use Gestalt Theory following words. Do not write any of the to memorize the words? words as you memorize them. • Brain wants to make meaning out of information so most people choose B, C or D. • Bill carrot legos cat train duck John celery A. Rehearsal – rote • The brain wants to see the big picture – see puzzle boat pig Mary car spinach ball memorization the forest among the trees. B. Make up a story C. Focus on categories D. Create visuals for each word 6
10/10/2016 Information Processing Model What What do you see? do you see in each image? 7
10/10/2016 The Mitochondria Strategies for Explain Mitochondria is the Motor for the Cell Making Math Meaningful 8
10/10/2016 Strategies for Highlighting Parts Cut Down on Mental Tasks Making Math Meaningful • Highlighting parts • Making topics concrete – Relevance – Manipulatives (hands on) 9
10/10/2016 Identify a challenge for a 8 th Grader’s Assessment Practice Identifying fourths on a ruler student in measuring object to nearest fourth inch. A. Lining up the ruler properly. B. Identifying whole inches C. Identifying fourths marks D. All of the above 10
10/10/2016 Combine Like Terms Identifying fourths on a ruler Identifying fourths on a ruler 7.5x + 1 – 3x – 5 7.5x + 1 – 3x – 5 7.5x – 3x + 1 – 5 4.5x -4 11
10/10/2016 Identify Parts for an Inequality symbol > < A. Alligator eats the bigger number B. Direction C. One side is wider than the other 12
10/10/2016 Revising Touch Math – Colorado PD Divide total among 12 months 13
10/10/2016 Explain what is meant by Focusing on X axis x > 2 x variable vs and A. Alligator eats the X y axis y variable B. Draw a line to the left and an open circle on the 2 C. All numbers bigger than 2 14
10/10/2016 Graphing x > 2 typically is presented as Parts of x > 2 Relevance drawing an open circle and a line. 15
10/10/2016 Teaching the Concept of More Which one do you want? Why? HS Student with autism who likes comics 16
10/10/2016 Counting Money Counting Money • Classroom café with students ordering then counting out money to pay for food. 17
10/10/2016 Word Problem for 7 th Grader with Rates or Slope Triangles Autism Who Loves Snowboarding 18
10/10/2016 abstract abstract Concrete (hands on) CRA representational representational concrete concrete 19
10/10/2016 4 th Grade Class – Comparing Fractions Making Temperature Meaningful Count tick marks – 2 not 3 tick marks 20
10/10/2016 Concept of Adding Concept of Adding 21
10/10/2016 Simplify 7.5x + 1 – 3x – 5 Simplify 7.5x + 1 – 3x – 5 7.5x – 3x + 1 – 5 7.5x + 1 – 3x – 5 22
10/10/2016 How can we make the concept of rate, e.g. $ per gallon, concrete? 23
10/10/2016 How can we effectively Ratios introduce the topics perimeter and area for a rectangle? A. Show the formula B. Show a rectangle C. Have students counts sides of a rectangle 24
10/10/2016 I gave the students pieces to build a Units of Area and Volume fence for their animals W L P=2L+2w 7 th grader with autism who loves cars 25
10/10/2016 How can we 5 th grader with anxiety who loves horses 10 barns make a ranch make the concept of likely concrete 26
10/10/2016 Summary • Math is a language with its own symbols • The symbols represent concepts • Make the language and the symbols meaningful • Strategies: – Highlight the parts of the topic – Make the concept relevant – Make the concept more concrete 27
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