Strategiesand Interventionsto Support Studentswith

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structure and 8 look for and express students with math disabilities In their. regularity in repeated practices During the article the authors stated that third grade is a. elementary years focus is placed on time when mathematical disabilities tend to. mathematics fundamentals with the goal of be identified and used the seven. moving from counting skills to multiplying interventions to illustrate the principles The. and dividing fractions By middle school seven principles include 1 instructional. students are expected to understand explicitness 2 instructional design to. geometry ratios and proportions and pre minimize the learning challenge 3 provide. algebra skills During high school the focus is strong conceptual knowledge for procedures. on more advanced algebra functions taught 4 drill and practice 5 cumulative. modeling advanced geometry statistics and review 6 motivation to help students. probability content For a complete listing of regulate their attention and behavior and to. grade level standards download the complete work hard and 7 on going progress. set of grade specific standards monitoring,www corestandards org the. standards mathematics Strategies for Teaching Problem Solving Skills. The Early Learning in Mathematics, program Davis Jungjohann 2009 is an Strategy training has been helpful to students. example of a core mathematics program that with LD when learning mathematical. embodies the current thinking on effective concepts and procedures The following are a. instruction in math Doabler et al 2012 few examples of strategies that are useful to. Both systematic and explicit instruction and teachers when instructing students with LD. detailed coverage of significant areas of in problem solving. content in mathematics are addressed in this, program The successful elements of explicit RIDE Mercer Mercer Pullen 2011. and systematic instruction incorporated in RIDE is a strategy used to assist students. this program that can also be utilized in other with solving word problems Students who. core mathematics instruction include the experience difficulty with abstract reasoning. following attention memory and or visual spatial, 1 Specific and clear teacher models skills may benefit from the strategy Ensure. 2 Examples that are sequenced in level that steps are taught through demonstration. of difficulty and plenty of opportunities for practice are. 3 Scaffolding provided before asking students to, 4 Consistent feedback independently use the strategy Visually.
5 Frequent opportunity for cumulative display the strategy on a chart or class. review NCEERA 2009 website as a reminder,Fuchs and Fuchs 2008 identified seven. principals of effective practice for primary,R Remember the problem correctly. I Identify the relevant information, D Determine the operations and unit for expressing the answer. E Enter the correct numbers calculate and check the answer. FAST DRAW Mercer Miller 1992 to independently implement the strategy. Like RIDE FAST DRAW is another strategy Create a visual display and post in the. used to solve word problems Teach each classroom or student notebooks to assist. step in the sequence allowing sufficient time students. for guided practice prior to asking students,F Find what you re solving for. A Ask yourself What are the parts of the problem,S Set up the numbers.
T Tie down the sign,D Discover the sign,R Read the problem. A Answer or draw and check,W Write the answer,TINS Strategy Owen 2003 The TINS. strategy allows students to use different,steps to analyze and solve word problems. T Thought Think about what you need to do to,solve this problem and circle the key. I Information Circle and write the information,needed to solve this problem draw a.
picture cross out unneeded,information,N Number Sentence Write a number sentence to. represent the problem, S Solution Sentence Write a solution sentence that. explains your answer, Strategies to Support Vocabulary divisor visualize quotation marks as. Development the keyword for quotient Mastropieri, Strategies that can help students improve Scruggs 2002. their mathematic vocabulary include a pre, teach vocabulary b mnemonic techniques Strategies to Assist with Teaching.
and c key word approaches These Algebraic Concepts. strategies are only a few strategies available, to help enhance students mathematics Algebra is introduced in elementary school as. vocabulary comprehension students learn algebraic reasoning involving. patterns symbolism and representations, Pre teach Vocabulary Students experience difficulty with algebra. Use representations both pictorial for various reasons including difficulty. and concrete to emphasize the understanding the vocabulary required for. meaning of math vocabulary Sliva algebraic reasoning difficulties with problem. 2004 solving and difficulties understanding, Pretest students knowledge of patterns and functions necessary for. glossary terms in their math textbook algebraic reasoning Possible strategies to. and teach vocabulary that is unknown assist with teaching algebraic concepts. or incorrect include but are not limited to a teaching. Mnemonic Techniques key vocabulary needed for algebra b. Teach mnemonic techniques to help providing models for identifying and. remember word meanings extending patterns c modeling think. Use mnemonic instruction to help aloud procedures for students to serve as. students improve their memory of examples for solving equations and word. new information The Access Center problems d incorporating technology. 2006 usage e g graphing calculators Bryant, Key Word Approach 2008 and e implementing Star Strategy. Use the keyword approach e g described below Gagnon Maccini 2001. visualize a visor as the keyword for,S Search the word problem.
T Translate the words into an equation in picture form. A Answer the problem,R Review the problem, CRA and CSA Instructional Methods Using multiple representations beginning. with the concrete level and moving to the, Maccini and Gagnon 2005 stated that the abstract level is an effective technique in. STAR strategy incorporates the concrete helping struggling learners solve calculation. Semiconcrete Abstract CSA instructional problems The Concrete Representational. sequence which gradually advances to Abstract CRA teaching sequence has been. abstract ideas using the following found to help students with LD learn. progression a concrete stage b procedures and concepts Flores Hinton. semiconcrete stage and c abstract stage By Strozier 2014 During the concrete stage. using the CSA framework teachers can students are in the doing stage during the. incorporate effective teaching components to representational stage students are in the. teach students effectively and efficiently seeing stage and during the abstract phase. Students progressively move through each students are in the applying stage Students. stage to achieve mastery in a mathematic move through the phases fluidly. C Concrete students use three dimensional C Concrete students use three dimensional. objects to represent math problems objects to represent math problems. R Representational students use pictures to S Semiconcrete students use two. represent math problems dimensional representation to draw pictures. of the math problem, A Abstract students represent the problem A Abstract students represent the problem. using numerical symbols using numerical symbols, Strategies to Assist with the Use of Demonstrating think alouds so. Metacognitive Skills students become aware of how one. talks oneself through a learning task, Metacognition refers to individuals Demonstrating the use of graphic.
awareness of how they think and plan organizers schematics and visual. activities Metacognition also involves imagery, strategizing monitoring success and effort Explicit direct instruction. and knowing when to change directions or to accompanied by modeling of self. try a different approach to problem solving monitoring self talk and self checks. Many students with learning difficulties, benefit from the use of metacognitive skills to Mathematics Advisory Panels and Their. help them focus on what they are doing and Reports. to plan for how to employ strategies as, needed and change directions when Developing foundational mathematics skills. appropriate Mevarech Amrany 2008 A at the elementary level is essential. few examples of how to incorporate Maintaining basic skills acquired during the. metacognitive strategies include elementary years is essential as students. move toward more advanced computational,place value and fractional concepts As. students move from elementary to secondary are addressed while affording access to more. mathematics it is important that students advanced mathematics concepts Below are. maintain skills mastered and that teachers links to various advisory panel. continue to scaffold instruction and provide recommendations for effectively teaching. supports to ensure that foundational skills mathematics. Panel Link, National Commission http www ptec org items detail cfm ID 4059.
on Mathematics and,Science Teaching for,the 21st Century. Before It s Too Late, National Research http www nap edu catalog php record id 9822. Council Adding It,Up Helping Children,Learn Mathematics. RAND Mathematics http www rand org pubs monograph reports MR1643 index ht. Study Panel ml,Mathematical,Proficiency for All, Foundations for http www2 ed gov about bdscomm list mathpanel report final. Success The Final report pdf,Report of the,National Mathematics.
Advisory Panel, The Access Center s http www k8accesscenter org training resources mathprimaryp. Math Problem roblemsolving asp,Solving for Primary. Elementary Students,with Disabilities, The Access Center s http www k8accesscenter org training resources MathPrblSlvi. Math Problem ng upperelem asp,Solving for Upper,Elementary Students. with Disabilities,Resources instruction Following are suggested.
websites with a summary of resources for, There are numerous website and resources teaching a variety of mathematics concepts. available to assist with mathematics across levels. Website Resource,www cast org expand learning opportunities. through universal design, http www factmonster com math flashcards html increase math fluency with web. based flashcards, www aplusmath com flashcards enhance fluency through the use. of web based flashcards, www flash cardmachine com enhance fluency with the use of.
web based flashcards, www academicskillbuilders com support math and vocabulary. fluency Brownell Smith,Crockett Griffin 2012,www sunburst com research based achievement. solutions standards based,products prescriptive web based. instruction K 5 digital classroom,www intellitools com. technology for preK 8,classrooms free downloads,www tomsnyder com.
software for fluency word,problems graphing etc,www illuminations nctm org. activities lessons standards web,links for math education. www internet4classrooms com,Common Core State Standards. internet sites for teaching,mathematics in culturally. responsive ways,http ncisla wceruw org teachers index html.
resources related to supporting,understanding of science and math. References Brownell M T Smith S J Crockett J B,Griffin C C 2012 Inclusive instruction. The Access Center 2006 Using mnemonic Evidence based practices for teaching students. instruction to teach math Retrieved from with disabilities New York NY The Guilford. http www k8accesscenter org Press, Bryant D P 2008 Teaching mathematics In D Mastropieri M A Scruggs T E 2002. P Bryant D D Smith B R Bryant Eds Effective instruction for special education 3rd. Teaching students with special needs in ed Austin TX PRO ED. inclusive classrooms Boston MA Allyn Mazzocco M 2007 Defining and differentiating. Bacon mathematical learning disabilities and, Davis K Jungjohann K 2009 Early learning difficulties In D Berch M Mazzocco Eds. in mathematics Level K Unpublished Why is math so hard for some children The. curriculum Center on Teaching and Learning nature and origins of mathematics learning. University of Oregon Eugene OR difficulties and disabilities pp 29 47. Doabler C T Cary M S Jungjohann K Clarke Baltimore MD Paul H Brooks. B Fien H Baker C Smolkowski K Chard Mercer C D Mercer A R Pullen P C 2011. D 2012 Enhancing core mathematics Teaching students with learning problems 8th. instruction for students at risk for ed Upper Saddle River NJ Pearson. mathematics disabilities Teaching Exceptional Education. Children 44 4 48 57 Mercer C D Miller S P 1992 Multiplication. Flores M M Hinton V Strozier S 2014 facts 0 to 81 Lawrence KS Edge Enterprises. Teaching subtraction and multiplication with Mevarech Z R Amrany C 2008 Immediate. regrouping using Concrete Representational and delayed effects of meta cognitive. Abstract sequence and the Strategic instruction on regulation of cognition and. Instruction Model Learning Disabilities mathematics achievement Metacognition and. Research and Practice 29 2 75 88 Learning 3 2 147 157. Fuchs L S Fuchs D 2008 Mathematics National Center for Education Evaluation and. disabilities in the primary grades Seven Regional Assistance 2009 Assisting students. principles of effective practice Retrieved from struggling with mathematics Response to. 3 R Remember the problem correctly I Identify the relevant information D Determine the operations and unit for expressing the answer E Enter the correct numbers calculate and check the answer FASTDRAW Mercer amp Miller 1992 Like RIDE FAST DRAW is another strategy used to solve word problems Teacheach step in the sequence allowing sufficient time

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