“In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing.

“In a completely rational society, the best of us would aspire to be

teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next

ought to be the highest honor and the highest responsibility anyone

could have.”

Lee Iacocca

NCTM Standards call for a shift away from:

The teachers as the sole, authority for right answers.

1) Mere memorization of math facts and procedures.

2) Emphasis on finding the correct answer

3) The concept of mathematics as a body of isolated concepts.

Instead, the standards advocate a shift toward:

NCTM standards call for in-class discussions and writing about

mathematics, cooperative learning, in-depth questioning, and asking students to justify

their thinking and communicate mathematically.

1) Using logic and math evidence to verify student responses.

2) Math reasoning3) Conjecture, inventing, and problem

solving.4) The concept of connected math ideas

and applications.

Ten Goals for Teaching Math

1. Build on prior knowledge2. Look at how kids reach answers,

because process is as important as product

3. Foster positive attitudes towards mathematics early on

4. Make math active and hands-on5. Use manipulatives- plenty of them,

not just for young ones

Ten Goals of Math Continued….

6. Think math as a language to reason and explore with including writing and discussion

7. Help children see math as a useful subject that can be applied to real world

8. Think of math as more than arithematic, measurement, geometry, statistics, estimation, probability, and algebra

9. Use calculators to develop conceptual understanding or save valuable time while problem solving.

10. Boost achievement with cooperative learning

Characteristics of Students with LD or ED

Related to Math • Difficulty processing information• Difficulty with distinguishing relevant

information in story problems• Low motivation, self-esteem, or self-efficacy

to learn due to repeated academic failure• Problems with higher-level math that

require reasoning and problem solving skills• Passive learners- reluctant to try new

academic tasks or attention to tasks• Difficulty with self-monitoring and self-

regulation during problem solvingDifficulty with arithematic,

computational deficits

Pre-number Skills

• Many students come to school with few experiences that allow them to develop important prenumber skills, such as one-to-one correspondence, classification, and seriation.

One- to-One Correspondence

Leads students to a better understanding of numeration and representation.

Activities suggested:1) use every opportunity to teach

students the relationship between number words.

e.g. “Here are two scissors, one for you and one for Margo.”

One-to-One Correspondence

2) Use familiar objects like cars to represent a number

e.g. “You have one block here and you place one block next to it…”

3) Number matching

Numeration and Place Value

MISCONCEPTION!Teachers and parents often assume that children understand numerals because they can count or name them.

Activities:Use “ten blocks” and “single blocks” to represent numeralsFlannel boards can also be used to group tens and ones

Computation: +, -, x, /

• Make it less BORING!!!!Use computer assisted

instruction or website to reinforce those skills.

Problem Solving

Students with disabilities lack metacognitive knowledge about strategies for math problem solving.

1) teach big idease.g. “volume” and provide real-life

problems2) Cue words

e.g. “altogether’ = addition3) Reasoning

e.g. what numbers to use or not?

Fractions• One of the most difficult concept to teach or

master.

• Things one can use to display FRACTIONS:1) cooking utensil like measuring cups2) colored rods3) cardboard strips4) blocks5) fractional circle wheels6) egg cartons and muffin pans

• Teach the students to think “outside” the box.

• Teach mnemonic strategy to recall general problem solving information:

Discover the sign

Read the problem

Answer or draw picture

Write the answer and check

Polya’s Four Step

* Restate the problem* Devise a plan* Carry out the plan* Review the solution

use visual organizers

**worksheets

prompt cardsgraphic organizers

Organizers

Everyone should have the same opportunity and exposure to all

curriculum no matter how difficult it may for

them.

Web sites for math resources

Math magic:http://www.forum.swarthmore.edu/mathmagic

Mega Mathematics:http://www.c3.lanl.gov/mega-math/

AAAmath:http://www.aaamath.com