Module 11 DIscussion

Crystal Wood Module 11 1. What are the characteristics of students with math mathematical difficulties? A student who has mathematic difficulties may struggle with most or some of the following areas, recognizing meaning of signs, knowing answers to basic number combinations, using effective counting strategies to figure our answers to math problems, understand commutative property, solve multidigit equations that require regrouping, misalign numbers, ignore decimal points, and struggle with solving word problems. According to Bryant et al. (2020), the struggle with learning number combinations seems to be a characteristic of developmental differences that centers on cognitive or memory issues (p.360). I don’t teach math in the classroom I am in, but I have seen some of these struggles with my son who is Autistic and ADHD. When he was in first grade he had extra supports in math and since he was doing better, he no longer gets the support in second grade. Now they are learning even more math calculations in subtraction, addition and even multiplication he is starting to struggle. Now I understand the purpose of the math sprints they do. It is given a baseline to see where students are struggling and the areas, they are doing well in. I imagine the teacher takes the information from math sprints, quizzes, and tests to help modify the way the material is taught. 2. What instructional adaptations and attributes of effective instruction that can be implemented to help students access the mathematics curriculum? For students in an inclusive classroom setting, the teacher should be aware of the student's mathematic difficulties to be able to plan ways to provide the support they need. Support comes in the forms of adapting instruction in how it is delivered, activities and the instructional materials used. Working with the special education teacher to help students during mathematic instruction. Some factors that contribute to mathematic difficulties are due to language difficulties which can interfere with reading and understand vocabulary that is part of the curriculum. Another factor is misinterpreting the equal sign as an operational symbol instead of a relational symbol. Instead of seeing it has I must solve the problem, it means to find the relationship between the two sides. As part of the instructional methods, the teacher can take the time to teach and review symbolic language. Another factor is, “. . . problems with working memory and executive functioning contribute to mathematics difficulties. Working memory is the function by which we process and store information simultaneously. Executive functioning is the ability to self-monitor by using working memory, inner speech, attention, and recall of recent information” (Bryant et al., 2020, p.362). A student will struggle with remembering number combinations or facts when they have memory problems or process information slowly. Math issues can also be instructional issues, the student may not fully understand what is being taught. The best way according to Bryant et al. (2020) is the concrete-semiconcrete-abstract instructional routine to help develop conceptual understanding. With this method the teacher gives a purpose for the lesson, models and verbalizes the steps (asking questions like what’s the first step?), next the teacher implements guided practice where students work on multiple