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School
Touro College *
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Course
602
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
2
Uploaded by PresidentHedgehogMaster936
1. What are the characteristics of students with math mathematical difficulties?
Students with mathematical difficulties may exhibit a variety of characteristics that make it challenging for them to grasp mathematical concepts and perform mathematical tasks. It's important to note that these characteristics can vary from individual to individual, and not all students with mathematical difficulties will display the same symptoms. According to Bryant et. al (2019, p. 399) some common characteristics may include difficulties include “problems with language processing, working memory and executive functioning, and cognitive development.” Some symptoms that can be observed of these students include problems with: recalling basic
math facts, identifying the meaning of signs, regrouping, solving word problems, misaligning numbers, understanding commutative property, etc. (Bryant et al., 2019, p. 359).
It's important to identify these characteristics early on and provide appropriate interventions and support as research has shown that these difficulties “are cumulative and worsen across the grade levels” (Bryant et al., 2019, p. 359). Educational strategies, individualized instruction, and accommodations can help students with mathematical difficulties overcome challenges and develop mathematical skills. Working closely with teachers, special education professionals, and parents is essential in creating a supportive learning environment for these students.
2. What instructional adaptations and attributes of effective instruction that can be implemented to help students access the mathematics curriculum?
As discussed throughout the book, use of the ADAPT Framework is great first step in determining what adaptations and next steps should be taken for students. This holds true to students with mathematical difficulties as well. Since students range of mathematical difficulties will greatly vary from one student to the next the ADAPT framework can help the teacher determine what and how to adapt the curriculum for the struggling student to best meet their needs (Bryant et al., 2019).
One way to help students is the use of the Concrete-semiconcrete abstract routine (CSA). The CSA “is a way to help students understand the abstract nature of mathematics and to develop conceptual understanding” (Bryant et al., 2019. P. 363
). The routine starts as concrete with use of manipulatives, then becomes semi-concrete with use of pictorial representations, and finally abstract with only the use of numbers.
References
:
Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching Students With Special Needs in Inclusive Classrooms
(pp. 355–399). SAGE Publications, Inc.
Questions
:
1
. What strategies do you use with students struggling with math?
2
. How do you help students grasp the abstract concepts of Math?
3
. What Math skills do you find your students struggle with most? How do you tackle this issue? What strategies have or haven’t worked?
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