Helping Students With Mathematical Disabilities to Succeed
The article “Helping Students With Mathematical Disabilities to Succeed” is a research-based article that gives an overview of math learning disabilities and ways for teacher to intervene. The severe learning disabilities specific to mathematics are called dyscalculia, which is a neurological disorder that directly affects individuals’ mathematical abilities. Dyscalculia manifests in three different ways, difficulty retrieving mathematical facts, difficulty understanding and applying mathematical procedures, and difficulty understanding spatially represented numerical information. Because mathematics is a language all its own, many mathematic learning disabilities directly relate to students who have trouble with auditory comprehension. Many students also experience math anxiety. Teachers can help students overcome these areas in many different manners. Specifically for math anxiety, teachers should first make sure students know that the classroom is a safe place. Any teasing or ridicule from other students about wrong answers should never be allowed. Teachers can give students specific strategies to help with math anxiety, and post these strategies in the classroom for students to reference during testing. I believe many of the strategies discussed in this article are excellent ways for teachers to help students overcome their fear of mathematics. I plan to use many of these strategies in my own classroom to encourage students to keep trying. The article also offered the idea of offering students multiple ways to communicate mathematics, such as keeping journals or special projects. I think these are very useful ways to help students apply and understand math in a new and different way, and even overcome their learning struggles. Wadlington, E., & Wadlington, P. (2008). Helping Students With Mathematical Disabilities to Succeed. Preventing School Failure, 53(1), 2-7. Retrieved from Academic Search Premier database.
Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders
The article “Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders” is a research-based article that investigates whether students prefer mastered tasks or non-mastered tasks, and whether students have a preference for digit facts or word problems when presented with similar mastery problems. To find answers to these questions they had five middle school students with autism spectrum disorders (ASD) participate in an experiment. The results of the experiment showed that the preference for mastered tasks versus non-mastered tasks is specific to the individual. For teachers this research suggests that assessment needs to come from multiple sources. It is also important for teachers to assess what their students prefer in the classroom as methods of instruction. Taking the time to find out how their students learn the best is a great way for teachers to create an optimal learning environment. In my future classroom I plan to do my best to teach using many different instructional ways in order to appeal to all the different learning styles of my students. There is no better way to understand how your students learn than to ask them what they prefer in the classroom. Many time students respond best when they feel that their opinion counts and are taken into consideration.
Banda, D., McAfee, J., Lee, D., & Kubina Jr., R. (2007). Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders. Journal of Behavioral Education, 16(3), 207-223. doi:10.1007/s10864-006-9035-5.
The Gifts of Diversity Among Students with Learning Disabilities
The article “The Gifts of Diversity Among Students with Learning Disabilities” is a research-based article that discusses mathematic learning disabilities in culturally and linguistically diverse (CLD) students. It has been found that students who are CLD may not have mathematical learning disabilities if they were instructed in their own native language. For many CLD students there are many areas to keep in mind such as the vocabulary as math, cultural differences, learning a new language, the symbolic nature of math, and the level of abstraction. There are many strategies that can help students overcome their learning disabilities. One of those strategies is keeping a math journal. These journals are a great way to help ESL students clarify their thoughts. Students can use these journals as a way to communicate with teachers the areas of confusion, which then teachers can go back and address specifically for that student. Another useful strategy is drawing a diagram. Graphic representations can be a helpful way for students to visualize and understand new information concerning problem solving. Allowing students to use create methods of demonstrating their knowledge, such as making songs, raps, or chants, have proven to be very effective ways for students to organize and understand material.
In my future classroom I plan to integrate many of these strategies to read my culturally and linguistically diverse students. The idea of math journals is a wonderful idea to allow students the opportunity to communicate privately to the teacher any areas of confusion. It is important to recognize diversity in the classroom and address it accordingly.
Scott, P., & Raborn, D. (1996). Realizing the Gifts of Diversity among Students with Learning Disabilities. LD Forum, 21(2), 10-18. Retrieved from ERIC database.
Websites:
Strategies for Teaching Students with Learning Disabilities
This website is an excellent resources for parents and teachers alike. Included in this website is a list of typical indicators that students may have a learning disability, as well as general information on learning disabilities. For teachers, this website includes strategies and ideas for teaching students with learning disabilities for specific activities such as reading assignments, lab assignments, and group discussions. This site also includes a list of testing strategies and accommodations that can be made for students with learning disabilities. Learning Disability Association of America
This website is a very thorough and comprehensive source for parents and teachers of students with learning disabilities. The site includes strategies for teachers to use in the classroom to help accommodate students with learning disabilities. Another great aspect of this site is they have a research committee that keeps individuals informed with the latest research and legislatures concerning students with learning disabilities. For parents and teacher, this site provides a list of other resources and information to help students.
The article “Helping Students With Mathematical Disabilities to Succeed” is a research-based article that gives an overview of math learning disabilities and ways for teacher to intervene. The severe learning disabilities specific to mathematics are called dyscalculia, which is a neurological disorder that directly affects individuals’ mathematical abilities. Dyscalculia manifests in three different ways, difficulty retrieving mathematical facts, difficulty understanding and applying mathematical procedures, and difficulty understanding spatially represented numerical information. Because mathematics is a language all its own, many mathematic learning disabilities directly relate to students who have trouble with auditory comprehension. Many students also experience math anxiety. Teachers can help students overcome these areas in many different manners. Specifically for math anxiety, teachers should first make sure students know that the classroom is a safe place. Any teasing or ridicule from other students about wrong answers should never be allowed. Teachers can give students specific strategies to help with math anxiety, and post these strategies in the classroom for students to reference during testing.
I believe many of the strategies discussed in this article are excellent ways for teachers to help students overcome their fear of mathematics. I plan to use many of these strategies in my own classroom to encourage students to keep trying. The article also offered the idea of offering students multiple ways to communicate mathematics, such as keeping journals or special projects. I think these are very useful ways to help students apply and understand math in a new and different way, and even overcome their learning struggles.
Wadlington, E., & Wadlington, P. (2008). Helping Students With Mathematical Disabilities to Succeed. Preventing School Failure, 53(1), 2-7. Retrieved from Academic Search Premier database.
Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders
The article “Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders” is a research-based article that investigates whether students prefer mastered tasks or non-mastered tasks, and whether students have a preference for digit facts or word problems when presented with similar mastery problems. To find answers to these questions they had five middle school students with autism spectrum disorders (ASD) participate in an experiment. The results of the experiment showed that the preference for mastered tasks versus non-mastered tasks is specific to the individual. For teachers this research suggests that assessment needs to come from multiple sources. It is also important for teachers to assess what their students prefer in the classroom as methods of instruction. Taking the time to find out how their students learn the best is a great way for teachers to create an optimal learning environment.
In my future classroom I plan to do my best to teach using many different instructional ways in order to appeal to all the different learning styles of my students. There is no better way to understand how your students learn than to ask them what they prefer in the classroom. Many time students respond best when they feel that their opinion counts and are taken into consideration.
Banda, D., McAfee, J., Lee, D., & Kubina Jr., R. (2007). Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders. Journal of Behavioral Education, 16(3), 207-223. doi:10.1007/s10864-006-9035-5.
The Gifts of Diversity Among Students with Learning Disabilities
The article “The Gifts of Diversity Among Students with Learning Disabilities” is a research-based article that discusses mathematic learning disabilities in culturally and linguistically diverse (CLD) students. It has been found that students who are CLD may not have mathematical learning disabilities if they were instructed in their own native language. For many CLD students there are many areas to keep in mind such as the vocabulary as math, cultural differences, learning a new language, the symbolic nature of math, and the level of abstraction. There are many strategies that can help students overcome their learning disabilities. One of those strategies is keeping a math journal. These journals are a great way to help ESL students clarify their thoughts. Students can use these journals as a way to communicate with teachers the areas of confusion, which then teachers can go back and address specifically for that student. Another useful strategy is drawing a diagram. Graphic representations can be a helpful way for students to visualize and understand new information concerning problem solving. Allowing students to use create methods of demonstrating their knowledge, such as making songs, raps, or chants, have proven to be very effective ways for students to organize and understand material.
In my future classroom I plan to integrate many of these strategies to read my culturally and linguistically diverse students. The idea of math journals is a wonderful idea to allow students the opportunity to communicate privately to the teacher any areas of confusion. It is important to recognize diversity in the classroom and address it accordingly.
Scott, P., & Raborn, D. (1996). Realizing the Gifts of Diversity among Students with Learning Disabilities. LD Forum, 21(2), 10-18. Retrieved from ERIC database.
Websites:
Strategies for Teaching Students with Learning Disabilities
This website is an excellent resources for parents and teachers alike. Included in this website is a list of typical indicators that students may have a learning disability, as well as general information on learning disabilities. For teachers, this website includes strategies and ideas for teaching students with learning disabilities for specific activities such as reading assignments, lab assignments, and group discussions. This site also includes a list of testing strategies and accommodations that can be made for students with learning disabilities.
Learning Disability Association of America
This website is a very thorough and comprehensive source for parents and teachers of students with learning disabilities. The site includes strategies for teachers to use in the classroom to help accommodate students with learning disabilities. Another great aspect of this site is they have a research committee that keeps individuals informed with the latest research and legislatures concerning students with learning disabilities. For parents and teacher, this site provides a list of other resources and information to help students.