DB Post #6
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Touro College *
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Mathematics
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Jan 9, 2024
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DB Post # 6 Teaching Math
Doctor Cook
1. What are the characteristics of students with math mathematical difficulties?
There are numerous characteristics of students who have math difficulties. Mathematical computation and problem-solving challenges are frequently present in individuals with learning disabilities. Students with learning difficulties in mathematics often display problems with how they process the language of math, problems with recalling important information from their working memory, and problems with their executive functioning, and overall cognitive development (Bryant et al., 2019, p. 399). As early as preschool, students may have difficulty with the concepts of number sense in math, including counting, recognizing numbers, and determining the number of items in a group. Children's lack of opportunity to practice and perfect their abilities through applying useful tactics may be another contributing factor (Bryant et al., 2019, p. 361). I have a student who is homeless and is behind in math because of this. Both
her parents have drug addictions, and she has been in different schools and has missed a lot of school because of her home life. She needs to practice more, and we have been working with her and she has been progressing. 2. What instructional adaptations and attributes of effective instruction that can be implemented to help students access the mathematics curriculum? Instructional adaptations are important since students' knowledge and comprehension of mathematical concepts can vary widely, and effective mathematics training is crucial. Intentional
techniques and activities grounded on evidence-based practices are just one aspect of effective instruction; another is a thorough understanding of each student's unique mathematical development. Peer learning, methodical and specific instructions, and regularly allowing students
to discuss their mathematical ideas can all be used as effective teaching strategies to assist students in accessing the mathematical curriculum and boost their motivation to learn math. Some evidence-based instructions that ought to be included in curricula at all times, according to Bryant et al. (2020, p. 366), include clarifying mathematical terminology and giving students a range of representations when learning a new math concept. Concrete-semi-concrete-abstract, or CSA, instruction is a useful method for developing conceptual comprehension in kids and helping them grasp math at an abstract level (Bryant et al., 2020, p. 363).
Insightful Questions:
1. How do we determine whether a student with a disability needs assistance in math?
2. What are some adaptations you use with your students to help them understand the math lesson?
3. Why does the math curriculum play such a significant role in early education?
4. In your opinion, what is the best evidence-based instructional practice in math to use to help students who are struggling? Support your answer. References:
Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching Students with Special Needs in Inclusive Classrooms - Interactive
(2nd ed.). SAGE Publications, Inc. (US).
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