Math Interventions

Math Interventions - Research-Based Math Interventions for...

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Research-Based Math Interventions for Middle School Students with Disabilities Shanon D. Hardy, Ph.D. February 25, 2005 Access Center
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Math is right up there with snakes, public speaking, and heights. Burns, M. (1998). Math: Facing an American phobia. New York: Math Solutions Publications.
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Objectives Math Interventions for Students with Disabilities Algebra Math Interventions for Algebra Effective Teaching Practices Accommodations
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NCTM (2000) Goals Becoming mathematical problem solvers Learning to communicate mathematically Learning to reason mathematically Becoming mathematical problem solvers through representation Making connections
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Six general principles Equity – math is for all students, regardless of personal characteristics, background, or physical challenges Curriculum – math should be viewed as an integrated whole, as opposed to isolated facts to be learned or memorized Effective Teaching – teachers display 3 attributes: deep understanding of math, understanding of individual student development and how children learn math; ability to select strategies and tasks that promote student learning Problem Solving - Students will gain an understanding of math through classes that promote problem-solving, thinking, and reasoning Continual Assessment – of student performance, growth and understanding via varied techniques (portfolios, math assessments embedded in real-world problems Importance of Technology – use of these tools may enhance learning by providing opportunities for exploration and concept representation. Supplement traditional.
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Math Difficulties Memory Language and communication disorders Processing Difficulties Poor self-esteem; passive learners Attention Organizational Skills Math anxiety
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Curriculum Issues Spiraling curriculum Too rapid introduction of new concepts Insufficiently supported explanations and activities Insufficient practice (Carnine, Jones, & Dixon, 1994).
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Interventions Found Effective for Students with Disabilities Reinforcement and corrective feedback for fluency Concrete-Representational-Abstract Instruction Direct/Explicit Instruction Demonstration Plus Permanent Model Verbalization while problem solving Big Ideas Metacognitive strategies: Self-monitoring, Self- Instruction Computer-Assisted Instruction Monitoring student progress Teaching skills to mastery
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Teacher Directed/Explicit Instruction Student Directed/Implicit Instruction Explicit Teacher Modeling Building Meaningful Student Connections C-R-A Sequence of Instruction Manipulatives Strategy Learning Scaffolding Instruction Teach Big Ideas Structured Language Experiences Authentic Context Cooperative Learning Peer Tutoring Planned Discovery Experiences Self- monitoring Practice Allsopp, & Kyger, 2000
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Algebra – Language through which most of mathematics is communicated (NCTM, 1989). Completion of Algebra for high school
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Math Interventions - Research-Based Math Interventions for...

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