Math

= **__Math__** =

*Characteristics of Students’ Mathematics Learning Problems. Retrieved from http://www.education.com/reference/article/students-math-learning-problems/ Fahsl, A.J. (2007). Mathematics Accommodations for All Students. //Intervention, 42//(4), 198-203. Friend, Marilyn. (2011). //Special Education: Contemporary Perspectives for School Professionals//. Boston: Pearson. Learning Disabilities Guide: Math Difficulties. Retrieved from http://www.gatfl.org/LearningDisabilitiesGuide/MathDifficulties.aspx Math Disability. Retrieved from http://math.about.com/cs/reference/a/discalcula.htm *Plumley, Karen. (2009). How to Help a Student with a Math Disability: Tips and Classroom Strategies for Students with Dyscalculia. Retrieved from http://karenplumley.suite101.com/how-to-help-a-student-with-a-math-disability-a176456
 * __Definitions__**
 * Mathematics: the study of the measurement, relationships, and properties of quantities and sets, using numbers and symbols (Fahsl, 2007)
 * Dyscalculia: a significant difficulty in math, particularly in performing math calculations
 * __Common Characteristics of Students with Math Difficulties__**
 * Have trouble with mathematical concepts and using symbols (e.g., addition, subtraction, multiplication, division, greater than, less than)
 * Demonstrate inconsistent mastery of math facts and procedures (e.g., not knowing multiplication or division tables)
 * Have problems with math concepts in word problems
 * Confusion of similar numbers (e.g., 7 and 9, or 3 and 8)
 * Reads numbers out of sequence
 * Have difficulties performing mental calculations (e.g., adding numbers in his head without writing them down or using his fingers)
 * Difficulty counting money or making change
 * Have trouble making measurements or keeping time
 * Have difficulties keeping place on a worksheet or within a column of numbers
 * Have trouble seeing patterns and relationships
 * Slow or inaccurate retrieval of basic arithmetic facts
 * Have difficulties grasping principles of estimation, mental calculation, and probability
 * Have trouble sorting relevant information from irrelevant information
 * Unable to recognize the correct computational procedure to use (e.g., whether she should multiply or divide the two numbers given)
 * Have difficulties determining whether the answer obtained is reasonable or not
 * Misread multidigit numbers (e.g., read 348 as 843)
 * Miscopy shapes or problems
 * Confuse positive and negative numbers
 * Have trouble counting on from within a sequence (e.g., given the sequence 2, 4, 6, 8 and cannot continue on with 10, 12, 14, 16)
 * Write numbers illegibly or inaccurately
 * Have difficulty making comparisons of size or quality
 * Make careless mistakes
 * Respond incorrectly and rapidly during oral drills
 * __Classroom Accommodations, Modifications, and Suggestions__**
 * Provide lots of concrete manipulatives (e.g., give students small tokens that they can physically group together or add together)
 * Use pictures and graphs to help with understanding
 * Easy accommodations that can be implemented immediately without extensive prep time (from Fahsl, 2007):
 * Use graph paper instead of lined paper (or if not available, turn lined paper sideways)
 * Highlight the different operations in different colors to provide a visual cue as to which operation to perform
 * Highlight the ones place on multiplication worksheets to give a visual reminder to write down the zero when multiplying the tens place
 * Provide a fact chart
 * Allow students to use calculators when working complex problems
 * Allow students to check their work with calculators
 * Provide concrete and semi-concrete representations
 * Use timers to keep students on task
 * Provide a time range of how long each problem should take
 * Warn students when transition is coming
 * Use visual aids and hands-on activities to incorporate multiple learning styles
 * Provide partial outlines or notes
 * Reduce the number of problems given on homework assignments
 * Reduce the amount of visual stimuli on the page
 * Reduce the number of problems per page
 * Complete a sample problem on the page for the students to use as a reference
 * Use mnemonic devices to help with math facts (e.g., “Please Excuse My Dear Aunt Sally” is a mnemonic to remember the order of operations: P for Parentheses, E for Exponents, M for Multiplication, D for Division, A for Addition, and S forSubtraction)
 * Practice basic arithmetic facts often (e.g., practice multiplication tables every day for a certain amount of time)
 * Slow down math lesson demonstrations
 * Review tests and homework with the student
 * Break large problems down into several smaller ones
 * Encourage students to estimate or guess how a problem will come out before solving
 * Pair students together during work periods
 * Give extra time to complete tests and other work
 * __References__**
 * Great websites for parents*