Math LD Alex Dupree, Cindy Dingman Zanbak, Kirsten Sorensen, Sami - - PowerPoint PPT Presentation

Math LD

Alex Dupree, Cindy Dingman Zanbak, Kirsten Sorensen, Sami Millership

A couple of terms

Math Fluency: how quickly and accurately students can solve math problems without needing to compute an answer Math Computation: requires carrying out a sequence of steps in order to arrive at the correct answer Dyscalculia: used to refer to a pattern of difficulties characterized by problems processing numerical information, learning arithmetic facts, and performing accurate or fluent calculations. (Hale & Kubas, 2015 ; Module 5, n.d.)

Who are these students?

• 7% of school aged children have an LD in math (~1 in 18 )
• Kindergarten number sense had been found to be a predictor of math

computation and problem solving skills in elementary school

• The effects of dyscalculia and MDs are not isolated to their math class but

rather trickle into aspects of other subjects and into life experiences.

• Constant failure in math may cause a learned helplessness and anxiety

about completing math problems

• Students may have trouble with everything from remembering basic

number facts to being able to distinguish between left and right

(Hale & Kubas, 2015)

Characteristics of a Math LD

• Telling and keeping track of time
• Sequencing past and future events
• Mental imagery (number lines and place value)
• Retrieving facts, writing numbers, problem solving, processing quantity, and making estimates
• Understanding aspects of counting and often use inefficient strategies such as using their

fingers, commit counting errors, and struggle to count backwards

• Remembering basic arithmetic facts and formulas for completing calculations
• Following sequential directions
• Sense of direction, telling their left and rights, spacial orientation, and estimating distances
• Keeping tack of numbers in their head ie: keeping score for a game.
• Following directions that involve sequencing and rules

(Garnett, 1998; (Hale & Kubas, 2015; Kenyon, 2000; Module 5, n.d.)

Effects on student achievement

Students may have:

• trouble following the directions and rules of assignments and activities
• limited strategic planning ability which can make it difficult when

preparing to do an assignment or complete a project

• difficulty retrieving facts and concepts in all other subjects trouble
• visualizing diagrams or models, using maps or giving directions,

measuring volumes or distances, and describing the order events problems performing

• calculations or solving word problems in other courses such as science

difficulty with time management because they don't understand time

(Garnett, 1998; Kenyon, 2000; Module 5, n.d.)

Some other effects

Because students with a math LD have difficulty with these areas, some things that may

• measuring ingredients for cooking
• reading maps
• following directions to a location
• being chronically late or early
• recalling schedules and event dates
• telling and keeping track of time

(Kenyon, 2000; Module 5, n.d.)

Remediation Strategies

When working on basic facts:

• Practice in small doses - opt for two 15 minute study sessions in a day rather than 1 hour long session
• Master small groups of facts at one time and then combine groups
• Practice with different visual placement of the numbers
• Teach students by what they already know -- Instruction not just practice
• Encourage students to self monitor their progress and form a partnership with them
• Provide review within a day or two of learning a difficult concept

When working on word problems

• Learn synonyms for basic math functions
• Encourage students to read the problem aloud to make sense of it
• Use chunking

Using visual spatial techniques

• Anchor verbal instruction with concrete materials that can be talked about
• Use precise and clear verbal instructions

(Hale & Kubas, 2015; Garnett, 1998; Jayanthi, Gersten, & Baker, 2008)

Accommodations

• Present questions in small chunks so to not overload memory
• Place one question on each page so that students have room to work and

figure out answers

• Provide supervised practice so that students know where potential

mistakes might be made

• Use drawings to helps students visualize problems - provide these on tests
• Use songs that help students memorize math facts

http://www.songsforteaching.com/math/multiplication/countingby2s.php

• Allows students to use calculators, blocks, dice or any other manipulative

that helps them

• Use colour coded math equations so students know what operation to

follow and when

(Kenyon, 2000)

Accommodations Cont...

• Build retention by providing review within a day or two of the initial learning of

new skills

• Reduce the interference between concepts or applications of rules / strategies

by separating practice opportunities

• Make learning meaningful by relating practice of subskills to the performance
• f the whole task
• Create links between what the student has learned about math relationships to

what they will learn next.

• Preteach components of skills of algorithms and strategies to reduce

processing demands.

• Teach easier skills and knowledge before difficult ones.
• Use assistive technology (computer games and apps)
• Use real life problems to make math more applicable to everyday life.

(Garnett, 2015; Kenyon, 2000)

Assessment Accommodations

• Allows students to use calculators, blocks, dice or any other

manipulative that helps them

• Give students extended time on their assessments
• Provide diagrams / drawings to accompany word problems
• Complete math tests orally if the unit can be done this way
• Chunk assessments into sections that test similar skills and

knowledge

• Have students read word problems out loud
• Supply a mnemonic device on the test paper to remind students of

certain steps

(Jayanthi, Gersten, & Baker, 2008; Kenyon, 2000; Module 5, n.d.)

Accommodations in Core subjects

Class Students may have trouble with... Instructional Environmental Assessment Social Studies and English Reading maps Sequencing dates and events

• Model and verbalize how to measure distance

(Jayanthi, Gersten, & Baker, 2008)

• Present examples of different pieces of written

work for students to look at the sequencing and format

• Teach students mnemonic devices to remember

the steps to accomplish a task, and that they can use on tests (Hallahan, Lloyd, Kauffman, Weiss, & Martinez, 2005)

• Post timelines on the wall

with relevant information

• Provide compasses, rulers

and other manipulatives to measure (Alberta Education, 2002)

• Provide students with more

time

• Provide the written steps for

measuring, planning a story,

• etc. as part of the test

instructions (Alberta Education, 2002)

• Provide empty graphic
• rganizers if necessary

(Alberta Education, 2006) Science

• Doing basic

calculations

• Using visual-spatial

skills to solve problems

• Converting numbers

into their correct units

• Teach students how to use formula sheets
• Use graphic organizers for teaching the

scientific process (Alberta Education, 2006)

• Do hands-on experiments
• Teach mnemonic devices (Hallahan, Lloyd,

Kauffman, Weiss, & Martinez, 2005)

• Put charts up on the walls

(periodic table, scientific methods, formulas needed, conversion charts) (Alberta Education, 2006)

• Give struggling students a

special chart on their desk

• Place students with study

buddies who understand important concepts (Alberta Education, 2002)

• Give more time on

calculation based quizzes

• Have students read to

problem aloud (Jayanthi,

Gersten, & Baker, 2008)

• Let students use a calculator

and a formula sheet (Kenyon, 2000)

• Give students 3D models to

look at during a test

Accommodations in other classes

Class Students may have trouble with... Instructional Environmental Assessment Gym

• Keeping score
• Understanding the

steps needed to complete an action

• Understanding a

sequence of rules

• Use visual and verbal

demonstrations of skills (Alberta Education, 2002)

• If visual-spatial skills are lacking

modify the equipment

• Put scorecards on the walls and

encourage students to use them

• Put students into pairs or groups to

help them learn skills more quickly from their peers (Alberta Education, 2002)

• Use visual timers that don’t use

numbers to count down time

• Use coloured pinnies (Alberta

Education, 2002)

• Allow students to use any

modifications they use in class in assessment time (Alberta Education 2006)

• Encourage participation

rather than total mastery

• f skills

Health

• Understanding portion

size

• Teach how to use the food guide

with portions related to familiar

• bjects (fist, palm of the hand)
• Use graphic organizers (Hallahan,

Lloyd, Kauffman, Weiss, & Martinez, 2005)

• Students will use manipulatives

to keep track of quantitative amounts ie: # of servings/day

• Have the Canada Food Guide on

the wall for reference (Alberta Education, 2006)

• Students can use

manipulatives to demonstrate their knowledge (Alberta Education 2002)

*GAME TIME*

Fun Brain

Math Game Site http://www.funbrain.com/brain /MathBrain/MathBrain.html

FRUIT SPLAT

http://www.sheppardsoftware.c

• m/math.htm

References

Alberta Education. (2002). Unlocking potential: Key components of programming for students with learning disabilities. [PDF version]. Retriieved from https://education.alberta.ca/media/385144/unlocking-potential-programming-for-students-learning-disabilities-2002.pdf Alberta Education. (2006). Individualized program planning (IPP): ECS to grade 12. Edmonton, Alberta: Alberta Education. [PDF version]. Retrieved from https://education.alberta.ca/media/384992/indidivualized-program-planning-2006.pdf Garnett, Kate. (1998). Math Learning Disabilities. LD Online. Retreived from http://www.council-for-learning-disabilities.org/wp-content/uploads/2014/12/Math_Disabilities_Support.pdfb Hale, J. B. and Kubas, H.A.(2015)LDs in Mathematics: Evidence-Based Interventions, Strategies, and Resources. Retrieved from: https://www.ldatschool.ca/numeracy/evidence-based-interventions-for-math/ Hallahan, D.P., Lloyd, J.W., Kauffman, J.M., Weiss, M. & Martinez, E.A. (2005). Learning Disabilities: Foundations, Characteristics and Effective Teaching (3rd Ed.). Boston, MA: Pearson Education Inc. Jayanthi, M., Gersten, R., & Baker, S. (2008). Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for

• Teachers. Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction. https://doi.org/10.4135/9781452276250.n258

Kenyon, R. (September, 2000). Accommodating math students with learning disabilities. Retrieved from: http://www.ncsall.net/index.php@id=325.html

• Kidsnippets. Retrieved from:https://www.youtube.com/watch?v=KdxEAt91D7k

Module 5: Supporting Students with Mathematics Disability in Supporting Inclusive Schools: Addressing the Needs of Students with Learning Disabilities. Retrieved from: https://eclass.srv.ualberta.ca/pluginfile.php/3058112/mod_tab/content/80809/Supporting%20Students%20with%20Math%20Learning%20Disabilities.pdf