ASL Mnemonics

ASL Mnemonics: Using Student-Developed Memory strategies for MathSam MullinsCal- Ed Conference 2013Meet Edgar

Edgar is a 7th grader who has struggled with multiplication in the past

This year we implemented a mnemonics framework in his math class to help all students struggling with multiplication

Three weeks ago Edgar took a multiplication test with 60 problems including all multiples of one target number (6s)

It took 23 minutes for Edgar to answer 15/60 problems correctly

With other students Edgar made an ASL mnemonic to assist in skip counting the multiples of 6A few days after the first test was administered, Edgar practiced his mnemonic and was given the exact same testThis time, Edgar scored 59/60 in 14 minutesInspirationClayton Valli: Famous Deaf poet (Rabbit) Stephanie Johnson: Former master teacher Rachel Knopf: Professor at CSUNSusie Boyett: General education math teacher

Context for this projectInformation cannot be learned or processed when a child is not attending (Hamilton, 2011). Hamilton (2011) discusses attention in deaf learners compared to hearing learners. He asserts that deaf students ability to recall information sequentially, process information quickly, increase capacity for memory load, and tap into working memory functions seems to be weaker than hearing childrens skills in those areas.

Hamilton, H. (2011). Memory skills of deaf learners: Implications and applications. American Annals of the Deaf, 156(4), 402-423. doi:10.1353/aad.2011.0034

Memory strategies in the general education settingThe order of operationsSkip counting Multiplying binomials (FOIL)Equations of lines (Y= MX + B)The Pythagorean Theorem (A2 + B2 = C2)

Applying memory strategies in the DHH SettingGroup A: 7th grade students assessed (based on teacher observations and work samples) to be completing math on average at the first grade to second grade level Group B: 7th grade students on average completing math at the fourth to fifth grade level Group C: 8th grade students in algebra readiness ranging in math ability levels from first to seventh grade

Group ATarget skill of multiplication

Pre-test

One target number: 60 problems

Record overall score and time

Overall Findings26/29 times students scores on their post-exams improved or maintained the same as their pre-exams

25/29 times students times decreased or maintained the same from their pre-exams

On no occasion did students scores decrease and times increase

Group B: The Order of OperationsStudents were never pre-tested because they never learned the order of operations in a direct instruction approach

Thus, they learned in a mnemonic approach instead and were tested on: 1) correctly ordering the operations and 2) correctly following the order of operationsGroup C: The Order of Operations8th grade students had already learned the order of operations in a direct instruction approach in a prior grade

They were pre- tested, provided the mnemonic and post- tested on the following: 1) correctly ordering the operations and 2) correctly following the order of operationsOverall PEMDAS DataAll 12 students in group C were able to correctly order the operations in the post- exam (that was a maintained score for 6 and improvement for the other 6)

11/12 students improved or maintained in physically following the order of operations

Comparing Group B to Group CGroup B learned the order of operations in the mnemonic approach whereas group C learned via direct instruction (the mnemonic was an intervention)

Group B fared better in their overall test scores in comparison to Group Cs pre-test both in ordering the operations and in following the order of operations

Special Thanks Ellen Schneiderman and Rachel Friedman-Narr, Jennifer Burnett, Katie Hanna, Kerlan Kim, and Tony Marquez six very supportive and helpful professors and co-workers involved in Deaf education!

Your Turn!In groups of two/ three come up with a mnemonic to help remember the order of operations

Use the handshapes: PEMDAS

Be prepared to share with the group!