Supporting Students With Learning Disabilities

for Mathematical Success

Lake Michigan AcademyAmy Barto, Executive Director

Katie Thompson, Teacher

LMA Student Population

• Students with learning disabilities– Basic Reading– Reading Fluency– Reading comprehension– Written expression– Math Calculation– Math Problem Solving– Oral Expression– Listening Comprehension

• Students with ADHD– Processing Speed Index of

less than 85– Significant academic

weakness in reading comprehension, writing or mathematics

Hierarchy of Learning

Abstract

Representational

Concrete

Michigan Curriculum Framework Vision Statement

Mathematics is the science of patterns and relationships. It is the language and logic of our technological world.

Mathematical power is the ability to explore, to conjecture, to reason logically and to use a variety of mathematical methods effectively to solve problems.

The ultimate goal of mathematics education is for all students to develop mathematical power to participate fully as a citizen and worker in our contemporary world.

To Prepare Students for Algebra:

• Mathematics curriculum must simultaneously develop:– conceptual understanding– computational fluency– AND problem-solving skills.

• The development of these concepts and skills is intertwined, each supporting the other and reinforcing learning.

- National Math Panel, January 2007http://dww.ed.gov/topic/?T_ID=20

Teachers Role:

• providing students with sufficient practice distributed over time

• including a conceptually rich and varied mix of problems to support their learning

• encourage and support students in their efforts to master difficult mathematics content

• Students who believe that effort, not just inherent talent, counts in learning mathematics can improve their performance.

Algebra

»Symbols and Expressions,»Linear Equations,»Quadratic Equations,»Functions,»Algebra of Polynomials, and»Combinatorics and Finite Probability

Best Practices for Math Learning

Concrete

Representational

Abstract

Implementation of Best Practices

Requires access to concrete supports at ALL age levels to reinforce learning.

Mathematics is the science of patterns and relationships.

It is the language and logic of our technological world.

Scaffolding Comprehension for the Science and Language of Math

• Graphic Organizers in Math– “Cheat Sheets”– Categorization– Abbreviations & Symbols– Spatial Awareness– Scripts/Routines for Solving Problems

• Need support in identifying the variance in types of math problems

Mathematical power is the ability to explore, to

conjecture, to reason logically and to use a variety

of mathematical methods effectively to solve problems.

Scaffolding Exploration and Effective Application

– Solve It!– Algeblocks– Algebra Tiles

Concrete

Representational

Abstract

The ultimate goal of mathematics education is for all students to

develop mathematical power to participate fully as a citizen and

worker in our contemporary world.

Participation Expectations Should Vary

• Elementary– Everything is unknown.– Numbers define the world around us.– Development of effective strategies and fluency.

• Junior High– Application in multiple settings.– Exploring Symbolic Representation.

• High School– Application to the world around us.– Symbolic Representation.– Working to Independence.

Elementary & Junior High

• Calculation– Touch Math– Tens Blocks– Factor Blocks

• Problem Solving & Application– Touch Math– VanDeWalle– Solve It!– Factor Blocks

Fluency = Comfort

Junior High - Algebras

• Problem Solving– Algeblocks– Algebra Tiles– Linking Concepts

to Vocabulary

• Instructional Resources– AGS Publishing– Key Math

Curriculum Press

One Application of MCF Vision:

Core Classes• Developmentally

Focused• Student Centered• Big Ideas• Problem Solving• Preparation for Higher

Math• Graded Assessments

Math Labs• Skill development• Problem Solving• Ratio & Proportion• Statistics• Probability

Additional Areas for Supporting Math Skills Development

Visual Arts• Spatial Relations• Measurement• Estimation• Geometry• Visual Perception

Performing Arts• Patterning• Sequencing• Motor Planning• Non-verbal

Interpretation• Spatial Awareness

Sources

• Brown, C. A Roadmap for Math Achievement for All Students. Center for Comprehensive School Reform and Instruction.

• National Math Panel Reports, Jan. 2007.• VanDerHeyden, A. RTI and Math

Instruction. RTI Action Network.

Resources

• Sousa, David. How the Brain Learns Mathematics. 2007.

• The Van de Walle Professional Mathematics Series

Some Sources for MaterialsETA Cuiseniarehttp://www.etacuisenaire.com/ Exceptional InnovationsSolve It!: A Practical Approach to Teaching Mathematical

Problem Solving Skillshttp://www.exinn.net/solve-it.html Pearson AGS Globehttp://www.pearsonschool.com/index.cfm?locator=PSZ1Ai Key Curriculum Presshttp://www.keypress.com/ 

Other ResourcesLDA of Americahttp://www.ldaamerica.us/ National Library of Virtual Manipulativeshttp://nlvm.usu.edu/ The Algebra Projectwww.algebra.org Funbrainhttp://www.funbrain.com/math/index.html National Council for Teachers of Mathematicshttp://illuminations.nctm.org Wikispaceshttp://www.wikispaces.com