annotated bibliography - summative

8/20/2019 Annotated Bibliography - Summative

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Math Summative Assignment

By: Adam Bowering

Dr. Shaunda Wood

St. Thomas University

EDUC 54 ! E"ementary Math Methods

1. Teaching Mathematics to Students with

Learning Disabilities – Annotated

Bibliography…………#age


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%nstru&tiona" Design in Mathemati&s 'or Students with (earning

Disa)i"ities***+4

Math interventions 'or students with "earning disa)i"ities: myths and

rea"ities*..4+5

Mathemati&s and "earning

disa)i"ities*****************........................5%nvestigating e"ementary mathemati&s &urri&u"a: 'o&us on

students with "earning

disa)i"ities******************..........................5+,

#re-aring tea&hers to tea&h mathemati&s to students with

"earning

disa)i"ities*********************************

***,+

Mathemati&s instru&tion 'or e"ementary students with "earning

disa)i"ities***..+/

$


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0.Tea&hing Mathemati&s to Chi"dren with

(earning Disa)i"ities + Annotated Bi)"iogra-hyMathemati&s is regu"ar"y seen as an area o' strugg"e 'or many

students. This is es-e&ia""y true 'or students with "earning disa)i"ities.

Mathemati&s &ontent &an )e overwhe"ming to these students sin&e there are

many strategies and s1i""s they must a&2uire in a re"ative"y short amount o'

time 'or their &ognitive -ro&esses. % )e"ieve it is u- to the edu&ator to ta1e

note o' these di3eren&es and adust their instru&tion a&&ording"y.

Throughout the 'o""owing annotated )i)"iogra-hy % high"ight some arti&"es

that % have 'ound interesting that introdu&e a--"i&a)"e ways o' tea&hing

mathemati&s &ontent to &hi"dren with "earning disa)i"ities.

Carnine D. 066. %nstru&tiona" Design in Mathemati&s 'or Students with

(earning Disa)i"ities. Journal of Learning Disabilities, 307$8 09+040.

The author suggests that there are mu"ti-"e &auses 'or "ow

a&hievement "eve" 'or students with "earning disa)i"ities. ne

su&h &ause is the mismat&h )etween the students; "earning and

design o' instru&tion. Students with "earning disa)i"ities may

have di


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disa)i"ities )ene=t more when the design is &entered on )ig

ideas strategies e


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the &o"umn on the gra-h to he"- students with the re&a"" o'

in'ormation. Ca"&u"ators are a"so -resented )y the authors who

say that &a"&u"ators are en&ouraged )y the CTM. These devi&es

serve as a way to veri'y answers. Students shou"d a"so have

sym)o"s that re-resent o-erations in math and -i&toria" and

&on&rete re-resentation o' the materia" to strengthen their

s1i""set.

When &hi"dren "earn to read they are usua""y -"a&ed in

grou-s o' students at the same "eve" as them whi&h is not o'ten

done in mathemati&s. The authors suggest that this shou"d a"so

)e done in math so tea&hers &an use s-e&i=& instru&tion 'or

students with "earning disa)i"ities rather than a one+si?e =ts a""

&"ass instru&tion.

Feary D. $994. Mathemati&s and "earning disa)i"ities. Journal of Learning

Disabilities, 37708 4+05.

Chi"dren with (earning disa)i"ities o'ten have trou)"e with

num)ers &ounting and arithmeti&. Counting -rin&i-"es and the

-rin&i-"es o' -ro)"em so"ving tended to )e "a&1ing in the &hi"dren

used in this study. The study a"so goes on to say that &hi"dren

with "earning disa)i"ities &ontinue to have di


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interru-tions in attentiona" in'ormation -ro&essing. This resu"ted

in diamine &urri&u"a to see i'

there was a way to -rovide more o--ortunities 'or engagement

'or students with (D. The study 'o&used on three mathemati&s

&urri&u"a that -ut a s-ot"ight on a&&essi)i"ity in regards to

&ha""enges in wor1ing memory 'or these students. %nstru&tion

that was used in this study in&"uded the em-hasis o' visua"s

math &onversations and deve"o-ing meta&ognitive s1i""s. The

=nding was that tea&hers must &onsider how their &urri&u"um

out&omes -rovide e3e&tive instru&tion 'or the storage and

organi?ation o' in'ormation 'or these students. Tea&hers must

a"so ta1e into a&&ount how the out&omes deve"o- students;

thin1ing -ro&esses and their overa"" understanding o'

mathemati&a" &on&e-ts. This s-e&i=& study &on&"uded that the

,


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&urri&u"um areas were e3e&tive in tea&hing students with (D to

so"ve mu"ti+ste- -ro)"ems. Gowever su--"ementa" materia"s

shou"d )e used in &onun&tion with &urri&u"um to meet the needs

o' students with (D.

#armar H. Caw"ey . 066. #re-aring tea&hers to tea&h mathemati&s to

students with "earning disa)i"ities. Journal of Learning Disabilities, 307$8

0//+06.

Severa" standards are -ut 'orth in this study whi&h reIe&t

the way in whi&h tea&hers need to -re-are to tea&h &hi"dren with

"earning disa)i"ities. Standard one is to mode" good mathemati&s

tea&hing. Tea&hers need to have 1now"edge o' the &urri&u"um

and the variety o' instru&tiona" te&hni2ues avai"a)"e to them.

Tea&hers shou"dn;t ust 'o&us on one area to strengthen

their tea&hing they must 'o&us on a we""+rounded a--roa&h

when tea&hing mathemati&s. A &o""a)orative a--roa&h )etween

the tea&her and s-e&ia" edu&ation tea&her is suggested when

tea&hing &hi"dren with (D. An e>-e&tation o' this a--roa&h wou"d

)e enhan&ed 2ua"ity o' edu&ation a""owing students to rea&h

higher "eve"s o' -ro)"em so"ving reasoning and &onne&tions with

the mathemati&s &ontent.

Standard two is 'or students to have the a--ro-riate

1now"edge o' mathemati&s. Te>t)oo1s have gotten "onger and

there'ore more &om-"e>. Brea1ing the in'ormation down into


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=ner detai"s wi"" de&rease the time 'or &overage o' the &ontent.

Tea&hers need a )a"an&ed a--roa&h to -rovide students with an

understanding o' the meanings -ro&esses and -rin&i-"es o'

mathemati&s.

The study stressed that a&tivities need to )e -"anned

around rea"+"i'e -ro)"em so"ving and )ig ideas. ew tea&hers

must &onstant"y 1ee- in &onta&t with other tea&hers and sta3

&reating a &o""a)orative a--roa&h when 'o&using on a--ro-riate

instru&tion. This study a"so &ited the CTM as one o' the

organi?ations to use as a re'eren&e 'or tea&hers.

Thornton, C., Langrall, C., & Jones, G. 1997. Mathematics instruction for elementary students

with learning disailities. Journal of Learning Disabilities, 30!"#, 1$"%1'.

This study high"ights the need 'or tea&hers to &onstant"y )e

2uestioning their "ong standing )e"ie's when it &omes to

tea&hing "earning and using &urri&u"um. Common -ra&ti&e in

today;s &"assroom reIe&ts a narrow 'o&us on &om-utation. The

-a-er s-ea1s a)out how the CTM -ro-osed =ve goa"s to rethin1

math tea&hing and "earning. They in&"ude insti""ing va"ue o' math

on students in&reasing &on=den&e in their a)i"ity to do math

)e&ome mathemati&a" -ro)"em+so"vers to reason

mathemati&a""y and to &ommuni&ate using math. Tea&hers

shou"d do this )y de&reasing their -en&i"+and+-a-er &om-utation

/


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and rote memori?ation o' the &ontent. Students shou"d )e given

mu"ti-"e ways to re-resent the same answer. This &ou"d )e

through i""ustration or mani-u"ative use.

%n the end the arti&"e suggests that tea&hers need to have

a )a"an&ed a--roa&h when tea&hing mathemati&s engaging

students in meaning'u" tas1s a&&ommodating 'or the diverse

ways in whi&h students "earn and to a""ow students to dis&uss

and usti'y their -ro)"em+so"ving strategies. Tea&hers need to

-rovide students time to engage in and share their own so"utions

to meaning'u" -ro)"ems.

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