Math LD Alex Dupree, Cindy Dingman Zanbak, Kirsten Sorensen, Sami Millership
A couple of terms Math Fluency: how quickly and accurately students can solve math problems without needing to compute an answer Math Computation: requires carrying out a sequence of steps in order to arrive at the correct answer Dyscalculia: used to refer to a pattern of difficulties characterized by problems processing numerical information, learning arithmetic facts, and performing accurate or fluent calculations. ( Hale & Kubas, 2015 ; Module 5, n.d.)
Who are these students? 7% of school aged children have an LD in math (~1 in 18 ) ● Kindergarten number sense had been found to be a predictor of math ● computation and problem solving skills in elementary school The effects of dyscalculia and MDs are not isolated to their math class but ● rather trickle into aspects of other subjects and into life experiences. Constant failure in math may cause a learned helplessness and anxiety ● about completing math problems Students may have trouble with everything from remembering basic ● number facts to being able to distinguish between left and right (Hale & Kubas, 2015)
Characteristics of a Math LD Telling and keeping track of time ● Sequencing past and future events ● Mental imagery (number lines and place value) ● Retrieving facts, writing numbers, problem solving, processing quantity, and making estimates ● Understanding aspects of counting and often use inefficient strategies such as using their ● fingers, commit counting errors, and struggle to count backwards Remembering basic arithmetic facts and formulas for completing calculations ● Following sequential directions ● Sense of direction, telling their left and rights, spacial orientation, and estimating distances ● Keeping tack of numbers in their head ie: keeping score for a game. ● Following directions that involve sequencing and rules ● (Garnett, 1998; (Hale & Kubas, 2015; Kenyon, 2000; Module 5, n.d.)
Effects on student achievement Students may have: trouble following the directions and rules of assignments and activities ● limited strategic planning ability which can make it difficult when ● preparing to do an assignment or complete a project difficulty retrieving facts and concepts in all other subjects trouble ● visualizing diagrams or models, using maps or giving directions, ● measuring volumes or distances, and describing the order events problems performing calculations or solving word problems in other courses such as science ● difficulty with time management because they don't understand time (Garnett, 1998; Kenyon, 2000; Module 5, n.d.)
Some other effects Because students with a math LD have difficulty with these areas, some things that may measuring ingredients for cooking ● reading maps ● following directions to a location ● being chronically late or early ● recalling schedules and event dates ● telling and keeping track of time ● (Kenyon, 2000; Module 5, n.d.)
Remediation Strategies When working on basic facts: Practice in small doses - opt for two 15 minute study sessions in a day rather than 1 hour long session ● Master small groups of facts at one time and then combine groups ● Practice with different visual placement of the numbers ● Teach students by what they already know -- Instruction not just practice ● Encourage students to self monitor their progress and form a partnership with them ● Provide review within a day or two of learning a difficult concept ● When working on word problems Learn synonyms for basic math functions ● Encourage students to read the problem aloud to make sense of it ● Use chunking ● Using visual spatial techniques Anchor verbal instruction with concrete materials that can be talked about ● Use precise and clear verbal instructions ● ( Hale & Kubas, 2015; Garnett, 1998; Jayanthi, Gersten, & Baker, 2008)
Accommodations Present questions in small chunks so to not overload memory ● Place one question on each page so that students have room to work and ● figure out answers Provide supervised practice so that students know where potential ● mistakes might be made Use drawings to helps students visualize problems - provide these on tests ● Use songs that help students memorize math facts ● http://www.songsforteaching.com/math/multiplication/countingby2s.php Allows students to use calculators, blocks, dice or any other manipulative ● that helps them Use colour coded math equations so students know what operation to ● follow and when (Kenyon, 2000)
Accommodations Cont... Build retention by providing review within a day or two of the initial learning of ● new skills Reduce the interference between concepts or applications of rules / strategies ● by separating practice opportunities Make learning meaningful by relating practice of subskills to the performance ● of the whole task Create links between what the student has learned about math relationships to ● what they will learn next. Preteach components of skills of algorithms and strategies to reduce ● processing demands. Teach easier skills and knowledge before difficult ones. ● Use assistive technology (computer games and apps) ● Use real life problems to make math more applicable to everyday life. ● (Garnett, 2015; Kenyon, 2000)
Assessment Accommodations Allows students to use calculators, blocks, dice or any other ● manipulative that helps them Give students extended time on their assessments ● Provide diagrams / drawings to accompany word problems ● Complete math tests orally if the unit can be done this way ● Chunk assessments into sections that test similar skills and ● knowledge Have students read word problems out loud ● Supply a mnemonic device on the test paper to remind students of ● certain steps (Jayanthi, Gersten, & Baker, 2008; Kenyon, 2000; Module 5, n.d.)
Accommodations in Core subjects Class Students may have Instructional Environmental Assessment trouble with... Social Studies and Reading maps -Model and verbalize how to measure distance -Post timelines on the wall -Provide students with more (Jayanthi, Gersten, & Baker, 2008) English Sequencing dates and with relevant information time -Present examples of different pieces of written events -Provide compasses, rulers -Provide the written steps for work for students to look at the sequencing and and other manipulatives to measuring, planning a story, format measure (Alberta Education, etc. as part of the test -Teach students mnemonic devices to remember 2002) instructions (Alberta the steps to accomplish a task, and that they can Education, 2002) use on tests (Hallahan, Lloyd, Kauffman, Weiss, -Provide empty graphic & Martinez, 2005) organizers if necessary (Alberta Education, 2006) Science -Doing basic -Teach students how to use formula sheets -Put charts up on the walls -Give more time on -Use graphic organizers for teaching the calculations (periodic table, scientific calculation based quizzes scientific process (Alberta Education, 2006) -Using visual-spatial methods, formulas needed, -Have students read to -Do hands-on experiments skills to solve problems conversion charts) (Alberta problem aloud ( Jayanthi, -Teach mnemonic devices (Hallahan, Lloyd, -Converting numbers Education, 2006) Gersten, & Baker, 2008) Kauffman, Weiss, & Martinez, 2005) into their correct units -Give struggling students a -Let students use a calculator special chart on their desk and a formula sheet (Kenyon, -Place students with study 2000) buddies who understand -Give students 3D models to important concepts (Alberta look at during a test Education, 2002)
Accommodations in other classes Class Students may have Instructional Environmental Assessment trouble with... Gym -Keeping score -Use visual and verbal -Put scorecards on the walls and -Allow students to use any -Understanding the demonstrations of skills (Alberta encourage students to use them modifications they use in steps needed to Education, 2002) -Put students into pairs or groups to class in assessment time complete an action -If visual-spatial skills are lacking help them learn skills more quickly (Alberta Education 2006) -Understanding a modify the equipment from their peers (Alberta Education, -Encourage participation sequence of rules 2002) rather than total mastery -Use visual timers that don’t use of skills numbers to count down time -Use coloured pinnies (Alberta Education, 2002) Health -Understanding portion -Teach how to use the food guide -Have the Canada Food Guide on -Students can use size with portions related to familiar the wall for reference manipulatives to objects (fist, palm of the hand) (Alberta Education, 2006) demonstrate their -Use graphic organizers (Hallahan, knowledge (Alberta Lloyd, Kauffman, Weiss, & Martinez, Education 2002) 2005) -Students will use manipulatives to keep track of quantitative amounts ie: # of servings/day
*GAME TIME*
Fun Brain Math Game Site http://www.funbrain.com/brain /MathBrain/MathBrain.html
FRUIT SPLAT http://www.sheppardsoftware.c om/math.htm
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