Activity 4.1 (A & E)- Aligning with Mathematical Principles
Chapter 14, Mathematical Difficulties, explains why and how children learn math best. It goes into further depth expressing that some students with learning disabilities have great challenges learning mathematics. In this chapter, it gives several different strategies and accommodations to help and support not only these students, but also all students in mathematics. In this chapter, it recommended teachers align with several principles. Lerner and Johns (2012) listed these principals to include: early number learning, transitioning form concrete to abstract, providing opportunities for practice and review, helping students generalize concepts and skills learned, and teaching mathematical vocabulary (p. 468).
I watched three different videos in which instructors used several strategies, accommodations, and principles aligning with chapter 14. The first video I watched was entitled, “Addition and Multiplication Practice.” In this video, the speaker (“Math Tutor”) took the viewer through the mathematical steps in the addition and multiplication process. He started at the basics or concrete steps and took the listener into more complex or abstract steps. He solved two different problems, the first one easier than the second. The instructor in this video provided ample practice and transitioned from an easier problem to a more complicated one.
The second video I watched was “Elapsed Time.” Mr. Binkley, the teacher in the film, used a graphic organizer to solve an elapsed time problem. Specifically, he used a T-chart to organize the problem. He broke the problem down into steps, by starting with the basics and progressed to the more advanced steps. For example, he added the hours first and then he went by minutes, adding by tens and then by ones. Once the T-chart was set up he added up the column and solved the problem. Throughout the lesson he checked for understanding to ensure the student was grasping the concept.
The last video I watched was “Addition and Subtraction Problems on a Number Line.” Mucho Math taught this video. The instructor in this video took a complicated pre-algebraic problem and simplified it by using a number line, another graphic organizer. He explained that when simplifying expressions in math, students must work left to right. Throughout the video he stopped throughout the problem and also checked for understanding. He defined mathematical vocabulary as he solved the problems. He also provided several opportunities for practice.
All three of these videos implemented wonderful strategies to help learners be successful and confident when doing math. The instructors used several of the principles recommended in chapter 14. I especially enjoyed the second video of teaching elapsed time using a T-chart. Using a graphic organizer to break down an abstract problem like elapsed time is a wonderful strategy I can and will use with all my students.
References
Lerner, J. & Johns, B. (2012). Learning Disabilities and Related Mild Disabilities (12thEd.). New York, NY: Cengage Press.
Math Vids. (2010). Retrieved on April 15, 2011 from
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