new_math_presentation

new_math_presentation - ResearchBasedMath Disabilities...

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    Research-Based Math  Research-Based Math  Interventions for Students with  Interventions for Students with  Disabilities Disabilities Dr. Nedra Atwell Dr. Nedra Atwell Western Kentucky University Western Kentucky University
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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. For Some Students:
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Overview Math Standards Math Interventions for Students with Disabilities Effective Teaching Practices Algebra Math Interventions for Algebra Accommodations
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NCTM Goals (1989, 2000)  Learning to value mathematics Becoming confident in their ability to do  mathematics Becoming mathematical problem solvers Learning to communicate mathematically Learning to reason mathematically
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Equity Curriculum Effective Teaching Learning Assessment Importance of Technology Six NCTM General Principles for School Mathematics
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Math Difficulties Memory Language and communication disorders Processing Difficulties Poor self-esteem Attention Organizational Skills
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Interventions Found Effective for Students with Disabilities Manipulatives C oncrete- S emi-concrete- A bstract Instruction Mnemonics Meta-cognitive strategies: Self-monitoring, Self- Instruction Computer-Assisted Instruction Explicit Instruction
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Research on Using Manipulatives The use of concrete materials – Can produce meaningful use of notational systems  Can increase student concept development Is positively related to increases in student  mathematics achievement  Is positively related to improved attitudes towards  mathematics. 
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Issues with Manipulatives Teachers may not trust the usefulness or efficiency of  manipulative objects for higher-level algebra. Classroom limitations: Rigid schedules; movement of  students and teachers; organization and supply of  manipulatives. Dominance of textbook lessons
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Issues with Manipulatives Confidence of teachers in their mathematics  knowledge compared to confidence in the use of  manipulatives  One study (Howard & Perry) secondary teachers  used manipulatives once a month; primary teachers  used daily.
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Concrete-Semi-concrete- Abstract (C-S-A) Phase of Instruction C-S-A is an instructional sequence supporting students’  understanding of mathematical concepts. In the  concrete  phase, students represent the problem with concrete  objects - manipulatives. In the  semi-concrete or representational phase, students draw or  use pictorial representations of the quantities During the  abstract  phase of instruction, students involve numeric  representations, instead of pictorial displays.   C-S-A  is often integrated  with meta-cognitive instruction, i.e. mnemonics
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