copyright (c) 2003 allyn & bacon chapter 14 helping all students succeed in mathematics this...
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copyright (c) 2003 Allyn & Bacon
Chapter 14
Helping All Students Succeed in Mathematics
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copyright (c) 2003 Allyn & Bacon
Current Trends
Mathematic literacy
National Council of Teachers of Mathematics– Curriculum standards
copyright (c) 2003 Allyn & Bacon
Difficulties in Learning Mathematics
Cognitive Factors
Educational Factors
Personality
Neuropsychological Patterns
copyright (c) 2003 Allyn & Bacon
Nonverbal Math Difficulties(Johnson & Mykelebust, 1967)
Social immaturity
Disorientation
Deficits in visual, motor, and self-help skills
Problems estimating distance and time
copyright (c) 2003 Allyn & Bacon
Effective Math Instruction for All Learners
Inappropriate or inadequate instruction Evaluate the math criteria
– Teach directly to the student– Teach concept until all students learn it – Provide practice with problem-solving and real-
life application– Consider prerequisite skills– Walk students through text section by section
copyright (c) 2003 Allyn & Bacon
Selecting Appropriate Math Content(Carnine, 1997)
Avoid “spiral curriculum”
Teach big ideas
Make strategies conspicuous
Use instructional time effectively
Make instruction on strategies clear and explicit
Provide appropriate practice and review
copyright (c) 2003 Allyn & Bacon
Curricular Programs
Project Math
DISTAR Arithmetic Program
Computational Arithmetic Program
Key Math Teach and Practice
Corrective Mathematics Program
NCTM Navigation Series
Real Math Program
Touch Math
ETA/Cuisenaire
copyright (c) 2003 Allyn & Bacon
Goal Setting and Self-Monitoring
Strategies (Leon & Pepe, 1983)
– Teacher models and verbalizes the procedure– Teacher guides student through problem and
solves it– Student verbalizes procedure while teacher
monitors progress– Student whispers procedure to himself/herself
copyright (c) 2003 Allyn & Bacon
Cooperative Learning
Peer tutoring
Small groups
Team-Assisted Instruction
copyright (c) 2003 Allyn & Bacon
Appropriate Instruction
Demonstration-prompt-practice routine
Explicit instruction– step-by-step
instructions– Information about why
learning this skills is important
Assurance that students understand directions and task demands– Monitoring
Maintaining positive reinforcement, varied practice, and ensuring motivation
copyright (c) 2003 Allyn & Bacon
Comprehension
“Talk aloud”
Constant time delay
Correction and immediate feedback
Providing Practice
copyright (c) 2003 Allyn & Bacon
Providing Practice for Mastery
“Counting by Numbers”
Guidelines for Games (Larson & Slaughter, 1984)
– Choose games that reinforce present instruction– Consider complexity– Foresee potential problems– Provide answer key– Play at least one round of game with with students– Use aides or parents to assist in monitoring
copyright (c) 2003 Allyn & Bacon
Strategies for Helping All Students Acquire Basic Math Skills
Prenumber– Seriation– Classification
Numeration– Estimating– Regrouping
Place Value– Grouping– Naming Tens
Fractions– Systematic practice– Separation of confusing
terminology– Wide of elements to
illustrate concepts
copyright (c) 2003 Allyn & Bacon
Strategies for Computation Skills
Patterns of Computation Errors– Spatial organization
mistakes
– Visual detail mistakes
– Procedural error
– Failure to Shift operation
– Motoric problems mistakes
– Memory problems
– Difficulty with zero
copyright (c) 2003 Allyn & Bacon
Strategies for Problem-Solving Skills
FAST DRAW
Word Problem Solving
Algebra Problem Solving