Brady 4.1 (g)

Activity 4.1 (g.)- Dyscalculia Readings

1.     One Fish, Two Fish, Pretzel Fish

This article discussed how a mathematical consultant and two teachers used the capture-recapture statistical estimation method and the lesson organizer routine to promote mathematical understanding. As a collaborative team, they taught students advanced mathematical content and skills. They used research-based strategies and student engagement to promote student learning.

They started off by reviewing data in terms of learning characteristics and skill levels. They extensively examined informal and formal records. They took this data and compared it to district guidelines. Next, the mathematical consultant recommended supplementing curriculum by using the capture-recapture method. To grasp this method, the teachers exposed the students to an activity introducing the concept of ratios and proportions. Calculators were provided to help with this activity, as well as exposure to real-world situational data. Cooperative learning, specifically through the use of group projects, was also implemented.

Lastly, the team implemented a lesson organizer routine, a routine that allowed the teachers to present the material in an organized format specific to student needs.  It created clear set guidelines and goals for the classroom using linking steps and review. From this process, student mathematical scores increased on average from 10 to 20 points.

2.     Connecting Math and Science for All Students

This article stressed using systematic connections between mathematics and science through the use of hands-on activities, problem solving experiences, and word problems. There were three different activities used explaining how teachers can combine the two subjects. The first activity was based on the concept of the multiplication/ division relationship and the scientific concept of force. It was hands-on which promoted student involvement. The second activity was focused on ratio and measurement. It called students to do several scientific experiments and record the results from the experiments. They were tally up and explain the ratio following these activities. The third activity explained the concept of proportions by requiring students to compare different objects with similar and different masses. A chart was used to document and compare these differences. All three of these activities were hands-on and interactive for the students. They were active participants using mathematical and scientific concepts concurrently. Doing so led to great understanding and practice.

3.     Teaching Students Math Problem-Solving Through Graphic Representations

This article explained how using graphic representations helps students with learning disabilities become better mathematical problem-solvers. Using a graphic representational technique, teachers can better support students in problem-solving skills. In order to implement this technique, teachers must follow and teach students several phases. Phase 1 is problem schemata identification and representation. The key aspects to this phase are for students to identify features of a problem and organize this information in a schematic diagram. Phase 2 calls for the actual problem solution. This calls students to select a plan to use the necessary operations, procedures, and steps to solve the problem. Once they have done this, they solve the problem. Finally, to ensure the success of this technique, teachers must remind students to go back and make sure they followed all the necessary steps to solve the problem and to double check their answer is correct. This strategy instruction is very structured and organized for all learners and boosts confidence in mathematical problem solving.

4.     Math Journals Boost Real Learning

This was my favorite article of the four I read, because I plan on using math journals now in my classroom. Math journals have many uses. They can be used for note taking, journaling experiences, writing problem solving stories, or class assignments. This article also gave several motivating ways to get students to write. These included problem solving, process prompts, language experiences, and classroom discussions. It also explained that journals can be used daily to once a month depending on the teacher’s preference. I know in my classroom, there often is a lot of anxiety and frustration accompanying new mathematical concepts. Giving students opportunities to voice these frustrations and communicate to me their learning needs would make more patient and empathetic as a math teacher. Consequently, my math curriculum would be more specific and helpful to all my students’ mathematical learning needs.