Please enable JavaScript.
Coggle requires JavaScript to display documents.
Mathematics and Students with Special Needs OR Mathematical Learning…
Mathematics and Students with Special Needs OR Mathematical Learning Disabilities and Mathematical Dificulties
Myths (Karp & Howell, 2004)
Myths
- need to spoon feed Ss with disabilities
-
-
Mathematical Learning Disabilities (MLD) (Geary, 2010)
-
Fact retrieval deficit (Anasari, 2010)
Anasari, 2010 suggest using learning trajectories rather than age based benchmarks.
-
No clear definition of MD or MLD has been accepted by researchers (Opitz et al. 2017 cites Murph et al. 2007)
-
-
Collaboration btw gen ed and sp ed (Carter et al., 2009)
-
Hamilton-Jones & Vail, 2013 - Collaboration is challenging. Power struggles btw cr and sped, tcrs lack collaborative skills
-
-
The Reductionist Fallacy in LD (Poplin, 1988)
-
The reductionist commonalities - we have - a)reduced the problem of learning disabilities b)reduced the teaching/learning process c) reduced the delivery of educational services
-
Interventions that work
Short-term basic interventions to support the development of basic math knowledge in inclusive settings showed positive effects with middle school (Opitz, 2017)
Opitz (2017) suggestions - -Conceptual understanding connected to procedural knowledge -Transparent and ritualized interventions -Selecting and sequencing examples -Appropriate representations -Appropriate maipulatives
-verbalizing strategies and procedures
Pressley & Harris (2008) "Successful math instruction targets the development of strategies for understanding problems, strategies for solving problems, metacognitive understanding about when and where to use particular strategies, and how much strategies can be appropriately adapted and transferred, as well as motivation to do mathematics" p. 88).
While they (Pressley and Harris) outline successful mathematics instruction that is consistent with student-centered mathematics as defined within the mathematics education community, they still reference these ideas within the context of strategies rather than as tenants of conceptual learning.
Also, Pressley & Harris (2008) assert that teaching problem solving from a procedural perspective is less productive at the elementary level than with high school students. Could this be attributed to the fact that mathematics at the earlier levels tends to be more conceptually based?
Cognitive Strategies (Pressley, 2008)
Strategies achieve a cognitive purpose and are knowledge of procedures, how to do something.
-
-
Describes how students count all or count on as procedures whereas these would be considered levels of thinking.
Mentions Polya's book "How to Solve it!" (1957) which advocates for the teaching of mathematical problem-solving steps. a)understand the problem b) make a plan c) try the plan d) check the solution
-
-
-
-